ENGLISH MEDIUM (Bilingual Model) TEACHERS’ INDUCTION

PROGRAMME-4
EMTIP 4 – FACILITATOR’S RESOURCE BOOK

CONTENTS

Sl. Themes / Components Page

No. No.

1. Foreword 2

2. From the Director’s Desk 3-6

3. About RIESI, Bengaluru 7-8

4. EMTIP Project Team 9-10

5. Classroom English for Pupils 11

6. Our Journey So Far… 12-41

7. Learning Outcomes 42-62

8. Learning Recovery Plan 63-97

9. Familiarizing Textbooks 98-114

10. Story Telling and Story Reading 115-128

Teaching Vocabulary – Cross Curricular Approach

11. with Reading and Writing 129-147

12. Language Proficiency 148-165

13. Writing a reflective journal 166

14. Useful Books 167-168

1|Regional Institute of English, South India, Bengaluru

 Foreword
The starting of English (Bilingual model) Medium section from grade I in Government
schools has proved successful in retaining and rejuvenating the trust and hope of the common
people. The admissions in the first year and the growing demand for English (Bilingual)
Medium sections across the State are highly encouraging. It is needless to say that it is the
result of the way teachers responded to the initiative of the Government. It is pleasing to
know that some of the teachers took it as a challenge and did everything possible to give the
best of the learning experiences. Many teachers created attractive teaching-learning
materials, resources and worksheets and shared them during sharing meetings and on social
platforms. There has been an enthusiastic sharing of the samples of performances by the
students. It is remarkable that all these activities kept the learners and learning in the centre.
In continuation of the training and academic activities in the English (Bilingual)
medium sections, Resource Book for EMTIP-4 has been prepared to conduct a six-day
empowerment programme for teachers teaching Grade IV in English (bilingual) medium
sections. The programme aims to empower teachers in some important areas and make them
understand the concept, needs and core aspects of English Teaching in the said sections. The
6-day programme would prepare a group of trainers in each district to initiate the process of
conducting induction programme enabling the classroom teachers teaching English in the said
sections effectively.
The 06-day induction programme on EMTIP-4 will go a long way in developing
teachers teaching strategies and techniques and enable them to generate required ideas,
skills and tools for transacting the prescribed textbooks in the said sections. This will, in turn,
develop students’ communication and conceptual ability. I am confident that the programme
will yield desired results and help us in enhancing the quality of English language teaching and
learning in the state in general and English (Bilingual) Medium sections in particular.

Dr Vishal R IAS
Commissioner for Public Instruction
Government of Karnataka

2|Regional Institute of English, South India, Bengaluru

 From the Director’s Desk

Every child in India has the right to quality education. In today’s world, one of the most
common aspirations of parents is that their children receive good quality English education.
Responding to this aspiration, Government of Karnataka has opened 1000 English medium
sections from Class 1 in existing government schools across the state from the academic year
2019-20. This move is aimed at not only empowering children from disadvantaged and
marginalized sections of the society by providing them access to quality English education but
also meant to reduce inequities in access to quality education available to all sections of the
society. Such a decision may also strengthen government schools, increase student enrolment
and revive the public education system in the state.
Bringing out quality changes need a lot of time. It is also fully acknowledged that
doing this may not be easy. Children from economically disadvantaged families may not have
adequate exposure to English at home and outside; they may have fewer resources to engage
with English outside the classroom. They may also come from heterogeneous linguistic
backgrounds. In such situations, creating authentic opportunities for learning English in a
formal school environment becomes a necessity and also a challenge. The leverage that we
seem to have in India is that most often children acquire two to three languages even before
they enter school. A child of five or six can do a lot with the languages she/he knows. She/he
asks a lot of questions and vigorously uses language in different situations. The ability to learn
multiple languages comes naturally to young children. We must use this as an opportunity to
introduce English to young learners in our schools.
While embarking on this journey, we must also recognize that the acquisition of English
is often accompanied by fear and awe. Very often, it creates unwanted stress, anxiety and fear
among students trying to learn English and teachers trying to teach it. This situation needs to
be adequately addressed in initiating children to the language in a way that it does not instill
any negative emotions towards the learning of the language.
Since the English medium sections are situated in Kannada/Urdu/other medium
schools, it is also important that children develop proficiency in all the languages through a
process of healthy collaboration among teachers of the school.
Equally important is to reflect on how teacher orientation and development takes place.
The training programmes provided to teachers should enable them to engage with ways of
teaching young learners in English language-rich environments. It should also help teachers
understand how to make the transitions from the home language of the child to English as a
target language. In doing all of this, it is important that we take an approach to language
learning that does not focus on a discrete set of skills and reinforcing drill-based routines, but
rather takes a holistic approach where listening, speaking, reading, writing and thinking take
place in an integrated way.
Description of the module
The English Medium Teachers’ Induction Module 4 (EMTIP 4) has been prepared
keeping in mind the vision of starting English medium sections in government schools. This is
a face-to-face teacher empowerment programme for 06 days to help teachers use active,
learner-centred, language supportive pedagogies. The module has been designed based on
experience and feedback from teachers, resource persons and officials.
The salient features of this module are:

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• It provides opportunities to learning by doing for teachers,
• It aims to build their confidence and empower them through reflection and action,
• It integrates building proficiency, developing perspectives and practicing meaningful
pedagogy, and
• It is embedded in the language across curriculum and multilingual approach.
There are a total of 7 themes identified for the module. These themes are rooted in fundamental
principles of language learning.
1. We need to create ample opportunities for building the foundational skills of listening and
speaking in English. However, we need to root this foundation in the multilingual capability
of children and use it as a resource to facilitate the learning of English. If a monolingual
(only English) approach is adopted, students may get de-motivated due to their
unfamiliarity with English. They will be more comfortable using their languages to interact
with teachers, ask/answer questions. ‘English only’ approach will make classrooms
teacher-centred.
2. There should be a gradual transition from the home language to the target language by
using multiple activities, games and other resources as indicated in the module.
3. We learn languages by communicating and thinking about them. Opportunities for
communication and thinking should be a part of classroom processes. There should be a
gradual shift from teacher talk to student talk in the classroom.
4. There is nothing right or wrong in language when you start learning it. So, there should be
no fear of making mistakes as mistakes indicate learning.
5. We are all multilingual. This means we can learn any language, even English if we have
ample exposure and a safe space for observation and production of language.
6. Our classrooms need to explore the rich experience of the English language from the world
around us. Along with poems and stories in the textbook from the small experiences of
English through songs, advertisements, signboards, etc. should also be encouraged. The
prior knowledge and context of students need to be a part of classroom experience.
7. Language learning happens when we do not concentrate on the act of learning. We absorb
language. However, in the context of English, deliberate learning opportunities are also
needed as the environment does not provide enough space for acquisition.
8. Language is the foundation of all learning. Our educational and economic aspirations are
grounded ineffective communication, analytical thinking and awareness of information
through reading and writing. We learn the language to learn about the world around us.
This objective needs to conform all language learning processes and materials. Language
is not a subject in the same sense as other subjects. It does not have its content. It borrows
content from other subjects. Neither is it a skill in the same sense as cycling or cooking.
This is because it is the foundation of all thinking and all learning. Thus, it is learnt through
much more experience rather than just rote learning/learning by trial and error/ learning of
content in the textbooks alone.
9. Meaning-making is core to all language learning. Learners should be able to understand
whatever they read/listen to. The teaching of grammar, spellings, handwriting is all
mechanical aspects of language learning. All early language learning needs to encourage
meaningful interaction rather than the undue emphasis on the mechanical aspects of
language.

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Guidelines for MRPs
The Master Resource Persons (MRPs) are supposed to understand the perspective
embedded in the module to enable them to successfully transact the teacher training
programme. The pedagogy should follow an interactive and reflective process of learning.
There should be opportunities for teachers to think about their own experience of learning,
reflect on their classroom processes, experiment with different methods and approaches and
explore the preparation of teaching-learning materials. This process will be followed each day
in the module leading to hands-on experience as well as providing an experience for resource
creation. Engaging with the prescribed textbooks – NCERT English, Math, and KTBS EVS
will be used throughout the training programme to allow adequate linkages to be made between
the theory and practice.
Variety of learning resources – reading sessions, activities/games, reflective sessions,
audio-visual/power-point presentations must be used to make the classroom alive and
engaging. However, it should be borne in mind that all these resources should be used
coherently to meet the objectives of each theme.
MRPs are encouraged to read all the reference materials, specific instructions for each
task in detail, and seek necessary clarifications during the MRP training programme.
Creating an ecosystem of language learning
It is also recognized that teacher training alone will not lead to effective English language
learning in classrooms. The teacher support system should be oriented to help teachers in
achieving this. To enable this:
1. Cluster level sharing meetings and video conferences of teachers from these schools should
be systematically organized. This would provide collaborative forums for sharing of their
experiences, challenges and successes.
2. Functionaries from the department should visit these schools to motivate and mentor the
teachers and understand the issues, challenges and successes of these schools.
3. There should be ongoing follow-up action to identify new areas of training to support the
teachers.
In addition to this, the school environment should have scope for language learning. School
assemblies can have a few activities in English such as reciting a rhyme, giving instructions,
telling a short story, etc. Schools can initiate English clubs and conduct interesting weekly
activities, invite parents, to organize read aloud stories, deliver small talks on topics of
everyday interest. A print-rich environment should be created by providing reading corners,
school libraries where children can read stories published by the Children’s Book Trust and
National Book Trust of India. Multiple resources should be used, such as ‘Hello English’ (a set
of 20 films developed by the RIESI), Pratham’s Story-weaver, English ‘Nail-Kali’ cards, etc.
as an integral part of the school curriculum. Teachers should also be able to collaborate to learn
from their peers in the schools.
It should also be noted that this approach is not only limited to learning of English but is
equally relevant for the learning of any language, Kannada, Urdu, Hindi, Telugu, Tamil,
Malayalam, etc. in schools.
Three years of the fruitful venture has encouraged us to hope for the similar success in
Class 2 during 2020-21 and Class 3 in 2021-22 and Class 4 in 2022-23. Along with the students,
the teachers also move to Class 2, 3& 4 and continue to facilitate children.

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 The Covid-19 pandemic situation in the State has worst affected the academic activities.
Children have missed to be a part of regular and planned academic activities in the school. The
Department has been trying to reach the children to engage them in constructive learning. But
it is natural that all the children cannot be equally benefitted due to varying geographical,
economic and social reasons. This module focuses on orienting teachers on pedagogical aspects
for practical use in class. It also aims to develop teacher proficiency through simple graded
activities. At the same time, teachers are also affected due to the absence of regular teaching -
learning situation. It is necessary to keep their teaching skills unaffected and updated. It is
equally important to address the needs of their pedagogical and communication skills. EMTIP
- 2 was a praiseworthy attempt to orient teachers at District level with the continued support of
Master Resource Persons. EMTIP - 3 is a continued attempt to provide teachers with an
exposure to learning outcomes, Class 3 textbooks and related pedagogic and language skills to
meet the expectations of teaching the children of Class 3. EMTIP-4 focuses on learning
important concepts in all the subjects along with the English language skills.
The Regional Institute of English, South India has taken up the preparation of training
modules for the English Medium schools in Karnataka since 2019-20. Our faculty members
collaborating with experts in English language training and resource persons from various
schools successfully designed the EMTIP 1, 2 & 3 Modules. These modules were used to train
about 850 Master Resource Persons who in turn trained a total of 10486 teachers of English
Medium schools.
The present module, EMTIP-4 is a continued effort by the RIESI team to come out with
an effective and innovative module to train teachers across Karnataka who are engaged in
teaching in English Medium Schools.
I take this opportunity to thank the experts from the Azim Premji Foundation for their
valuable contribution to and guidance in the preparation of EMTIP Modules.
I would also like to appreciate the efforts made by the coordinator Dr. Hitesh C Bhakat
and the Academic Head Dr. C Ravinarayan and all other faculty members at RIESI.
The inputs, suggestions and the contributions made by the Master Resource Persons,
teachers and other stakeholders are also sincerely acknowledges and appreciated.

Dr. B K S Vardhan
Director, RIESI,
Bengaluru

*****

6|Regional Institute of English, South India, Bengaluru

 Regional Institute of English, South India
Jnanabharathi Campus, Bengaluru – 560 056
Ph: +91 – 080 – 35101131
Email: [Link]@[Link]/ Web: [Link]

About RIESI
The Regional Institute of English South India, Bengaluru was founded in June 1963 with the
broad objective of improving standards of English language teaching in the five southern states
of India viz., Andhra Pradesh, Karnataka, Kerala, Tamil Nadu, Telangana and Puducherry.
During its six decades, the Institute has been rendering its service to the cause of English
Language Education and thus has carved a niche for itself in the fields of Teacher Training,
Materials Production, Action Research and Trainer Training. Situated in the sprawling campus
of Bengaluru University, the Institute provides a conducive ambience for interactive learning
and professional growth. Besides short term and long-term teacher development and trainer
development programmes, the Institute also offers Post Graduate Diploma in English Language
Teaching (PGDELT) and Diploma in English Communication (DIEC) through distance mode.
Some specialized programmes in English for specific purposes are also available.
Facilities:
The Institute provides a range of rich learning support systems which include the following:
1. The Library
The library stocks rich collection of books, journals and materials on ELT related issues
with easy access
2. Digital Multimedia Language Laboratory (DMLL)
The Institute has an audio language laboratory with its teaching/learning materials and
a multi-media laboratory with computers.
3. Computer Laboratory
A fully equipped computer laboratory with Internet facility is available for the use of
trainees/students
4. Recording Room
The Institute generates its materials supportive of teaching and learning. Audio
cassettes form the major part of such production. A well-equipped recording room
facilitates this activity
5. Conference Hall
A state-of-the-art Conference Hall to host National and International Conferences has
recently been added to the Infrastructure of the Institute.
6. Classrooms
Large ventilated classrooms and an auditorium with adequate furniture and other
modern gadgets facilitate face-to-face and telemovie transactions.

7|Regional Institute of English, South India, Bengaluru

 7. Accommodation
Comfortable accommodation with modern amenities is available for men and women
teachers/scholars. The canteen attached to the hostels provides decent and healthy food
against payment that is affordable by the inmates.
8. Recreational Facilities
Some facilities for outdoor and indoor games are also available along with TV sets.

Academic Structure:
The different programmes related to the areas given below are coordinated by a team of
qualified, experienced and committed members of the faculty ably assisted by the dedicated
non-teaching staff.

• Training

• Research

• Publication

• English for Specific Purposes (ESP)

• Staff Development and Media

8|Regional Institute of English, South India, Bengaluru

 Samagra Shikshana, Karnataka
Regional Institute of English, South India, Bengaluru
Department of State Educational Research and Training, Karnataka

ENGLISH MEDIUM TEACHERS’ INDUCTION PROGRAMMEME

PROJECT TEAM

• Dr. Selvakumar S. IAS.

Principal Secretary, Department of Primary and Secondary Education, Government of
Karnataka, Bengaluru
• Dr. Vishal R. IAS.
Commissioner for Public Instruction, Government of Karnataka, Bengaluru
• Smt. Cauvery. B B. IAS
State Project Director, Samagra Shikshana, Karnataka
• Dr. B. K. S. Vardhan
Director, Regional Institute of English South India, Bengaluru
• Smt. Sumangala V
Director, Department of State Educational Research and Training
• Smt. Geetha, S
Director (Quality), Samagra Shikshana, Karnataka
CORE COMMITTEE
Dr. Ravinarayan Chakrakodi, Professor and Academic Head, RIESI
Dr. Hitesh C Bhakat, Professor and Coordinator (EMTIP-4), RIESI
Dr. Pooja Giri, Lecturer, RIESI
Dr. Uzma S Raheel, Lecturer, RIESI
Mr. Suman Bandi, Lecturer, RIESI
Dr. Padmashree R P, Lecturer, RIESI
Ms. Prameetha Adoni, Programme Officer, Samagra Shikshana, Karnataka
Smt. Indira C S, Administrative Officer, RIESI
Supported by the experts from Azim Premji Foundation, Bengaluru.

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 EMTIP-4 MODULE PREPARATION TEAM 2022-23
1. Ms. Anitha Manohari, Asst. Teacher (English), Govt. Junior college, High School Section, B
Seehalli, [Link], Mysuru District
2. Ms. Anupama S.P., Asst. Mistress, MHPS, Bethamangala, KGF Taluk, Kolar district
3. Ms. Ashwini Kunder, GPT, GMHPS, Nandikur, Udupi District
4. Ms. Arundhathi,Asst. Teacher, GHPS, Kakubailu Post Hospapete Taluk, Vijayanagara
District
5. Mr. Dhananjaya M., G.M.H.P.S, Kanakagiri, Gangavathi Taluk, Koppala District
6. Ms. Kavitha V.S., Asst. Teacher, UGHPS, Ramapura, Hanur, Chamarajnagara
7. Mr. Kotresh S, GHS, Ankasamudra Hagari Bommanahall, VijayanagaraDist
8. Ms. Pratima Hebbar, Asst. Teacher, DKZP HPS Bagambila, Mangalore South, Dakshina
Kannada
9. Ms. Samshiya, Asst. Teacher,GHPS Hoodlamane, Siddapura Taluk, Sirsi District
10. Ms. Sofia Vinodini, Asst. Teacher, GHS, Angondahalli, MulabaghalTaluk,Kolar District
11. Ms. Veena D Sa, Asst. Teacher, DKZP HPS Deralakatte, Mangalore South, Dakshina
Kannada
12. Ms. Vidya S. Bykodi,Asst Teacher, KHPS Yatravi, Savadatti Taluk, Belagavi

SUPPORT TEAM
Mr. Premkumar C, PA to Director, RIESI
Ms. Manjula T, Mr. Abhilash YG and Bhagyalakshmi, Library Staff, RIESI
Mr. Raghvendra K, Technical Assistant, RIESI
Mr. Shivaprasad S, SDA, RIESI
Ms. Jayanthi, SDA, RIESI
Ms. Anitha, Senior Assistant, RIESI
and Members of RIESI Staff.

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 Classroom English for Pupils

Could you please repeat it? I’m afraid, I didn’t understand.

Could you spell the word ‘apple”?

I’m sorry, I need some time to

complete it?

Now, I can understand.

What is the meaning of ______?

That’s good. I like it.

Do you have an extra pen, please?

Could you please lend me a pen?

Thank you very much.

You are welcome.

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 English (Bilingual) Medium Teachers’ Induction Programme
(EMTIP) 4
THEME 1
OUR JOURNEY SO FAR…………
Description of the theme
This theme is meant to help teachers understand the concepts/principles and approaches which
were discussed earlier in the trainings EMTIP -1,2 and 3. EMTIP-1 is a foundational programme
for teachers who have been working in bi-lingual medium sections. So here the theme will enable
teachers to recapitulate the concepts of Learning styles and strategies, Language across curriculum,
Language through Pictures and Building a Language Rich Environment. Under this theme,
teachers will explore how young learners learn and what kinds of strategies and approaches can
scaffold them in the process of learning.

Objectives
By the end of the session, the participants will be able to
• familiarize the participants with different styles of learning and approaches to engage
with young learners.
• introduce the concept of Language Across Curriculum
• understand the perspective behind a language rich environment
• explore the possibility of using a multilingual pedagogy

Overview of the sessions

Session 1 Session 2 Session 3 Session 4 Session 5
Experience Understanding Building a Language Language
Sharing: Learning Styles Language Rich Across Through
Challenges and & Strategies Environment Curriculum Pictures
Success Stories
1 Hour 1Hour 1 Hour 1Hour 1Hour
Material needed
• Chart /PPT’s
• Pictures
• EMTIP 1, 2 and 3 Modules

Task A: Role play

The facilitator divides the participants into groups and encourages them to reflect on their
journey of EMTIP -1, 2 and 3 so far. Each group conducts a role play based on the following
roles assigned to them.
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Group 1 – Your journey as an MRP so far Group 2 – Your journey as a teacher in an English
medium section Group 3 – Your journey as the HM of the school
Group 4 – Your journey as a BEO/CRP/BRP Group 5 – Your feelings about as a Nali-
Kali Kannada medium student

Task B: Experience sharing: Group Discussion

The Facilitator divides the participants into five groups, asks them to share their experiences
orally and answer the following questionnaire individually.

Questionnaire for Teachers

1. How do you feel as an English medium section teacher/ MRP?
2. Do you think your own English has improved after this new initiative?
3. Are you happy to be a part of this? Do you get any special recognition/respect as a
teacher of English medium from your colleagues, students or their parents?
4. Are you satisfied with your teaching, your students’ learning, the textbooks prescribed?
5. What are the challenges you have faced in your classroom teaching?
6. What support did you get from the community and school/your colleagues/HM?
7. What support did you get from MRPs, officials and the department?
8. How did you share your challenges and success stories with others?
Questions for MRPs
1. How do you feel as an MRP for EMTIP?
2. What are some of your best moments as an MRP?
3. What are the challenges you faced in the district level trainings?
4. What support did you get from your team members/DIET/other teachers?
5. Are you familiar with the contents of the textbooks prescribed for Grades 1, 2
and 3?
6. How did you share your challenges and success stories with others?

Discussion on the themes: Please reflect on the following questions.

1. Did you start teaching English directly to the learners from the first lesson of the
textbook? If yes, how? If no, why not?
2. What content or materials did you use to give exposure to English language to class 1, II
and III children?
3. What activities did you conduct in the classroom before moving onto the textbook?
4. What are the individual differences you have seen in the English medium classroom?
5. How did the knowledge of learning styles help you in planning your lessons?
6. How did you build a language rich environment in your school?
7. How did you try to integrate the content and language while teaching English,
Mathematics and Environment Science (EVS)?
8. How did you incorporate the multilingual approach in English medium sections?

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The facilitator displays the ‘Bird’s eye view’ of the themes which were discussed so far in
EMTIP 1,2 and 3 trainings. Participants are asked to share their experiences of the themes &
how they can be helped in their classroom teaching and their proficiency development.
The facilitator explains the themes briefly.

Bird’s eye view

Sl. EMTIP-1 EMTIP-2 EMTIP-3 EMTIP-4
No
1 Context and vision Our journey so far... Our journey so far…
of EMS in Govt.
Schools
2 Understanding Understanding and
young Learners, addressing multi-
learning styles and level learners
strategies
3 Learning outcomes Learning outcomes Learning outcomes,
and Assessments and Assessments Exploring Textbooks
and Assessment
4 Building a Classroom Language Teaching learning
language rich materials-preparation
Environment and presentation
5 Language across Grammar in context
curriculum
6 Multilingual Exploring language Demonstration and
approach –code for learning – Code micro teaching
mixing and code Switching and practice
switching Mixing
7 Listening, speaking Listening and Designing textbook-
and Total physical speaking for young based activities
response learners
8 Picture Reading Exploring pictures Picture reading
for Learning
9 Stories for young Storytelling and Monitoring and
learners – story story reading for cluster sharing
telling and story young learners meeting
reading
10 Sound –letter Teacher proficiency Language proficiency
relationship Tasks & exploring tasks for teachers &
through texts and resources and apps Exploring resource
contexts
11 Reading and Vocabulary, Vocabulary, Reading
writing for young Reading and Writing and Writing
learners
12 Story telling& reading

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Session 2: Understanding Learning Styles and Strategies.
Teachers often believe that children come to school with minds akin to a blank slate and it is the
teacher’s job to write on them. This results in children learning unrelated facts by rote
memorization of unconnected sounds, letters and words. In order to change this belief and
practice, we need to observe children in their daily routine activities. Surprisingly we find that
children learn so much by themselves through their curious nature, through their interaction with
objects, people and through activities. In this section, teachers will explore how young learners
learn and what kinds of strategies and approaches can scaffold them in the process of learning.

Objectives:

By the end of the session, the participants will be able to

• understand the implications of the child's context in the process of learning.

• familiarize themselves with different styles of learning and approaches to engage with
young learners.

Task 1: Warm up: Identifying Learners’ learning styles

• The facilitator will have a discussion with participants on their personal experience about
different types of learners they have come across. The facilitator then discusses the different
factors that affect learning.
• The participants read the write up on individual differences.

What are the individual differences?

Students learn a language in many different ways. Some learn well from seeing words in books
and on the blackboard while some students learn from hearing words spoken and oral
explanations. There are students who learn best when they get opportunities to do ‘hands on
experiences’ with materials. So, each learner has his/ her own preferred and habitual learning
styles and strategies to learn a new language. Each individual has a unique style. As teachers, our
role is to identify learner’s preferences for learning styles and help him/her stretch those styles by
examining and practicing various learning strategies.

Let us look at the learner’s statements compiled and presented below in the table by
a novice English teacher.

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 Table 1: Learners’ Statements on their Learning

1. When the teacher gives instructions, I understand better.

2. I prefer to learn by doing something in class.
3. I learn better by reading what the teacher writes on the black board.
4. When someone explains the instructions, I learn better.
5. When I draw or colour I learn better.
6. I remember lessons I have listened to in class better than things I have read on my own.
7. When I read instructions, I remember them better.
8. I learn more when I make a model of something.
9. I understand better, when I read instructions.
10. I enjoy and learn when I work on a project.
11. I enjoy learning in class by doing experiments.
12. I learn better when I make drawings as I study.
13. I learn better in class when the teacher talks.
14. I understand the lessons better in class when I participate in role-playing.
15. I learn better in class when I listen to someone.
16. When I build something, I remember what I have learned better.
17. I learn better by reading than by listening to someone.
18. I enjoy making something for the class project.
19. I learn best in class when I participate in related activities.
20. I learn more by reading textbooks than by listening to teacher talks.

(Taken from ‘Teacher Development’ PGDELT Programme of RIESI, page 21. )

All the above statements indicate the different learning styles employed by the learners.

If we make a broad classification, the data is as follows. The participants complete the table. The
facilitator then discusses the actual data.

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 Those who learn by Statement Number Learning style preferences

Seeing Statement Visual

Hearing Statements Auditory

Physical experiences Statements Kinesthetic

Hands on experience Statements Tactile

Those who learn by Statement Number Learning style preferences

Seeing Statement 3, 7, 9, 17, 20 Visual

Hearing Statements 1, 4, 6, 13, 15 Auditory

Physical experiences Statements 2, 5, 11, 14, 19 Kinesthetic

Hands on experience Statements 8, 10, 12, 16, 18 Tactile

(Taken from ‘Teacher Development’ PGDELT Programme of RIESI, page 21.)

It is also interesting to note that the learning strategies used are the ones that suit one’s learning
style. Though strategies are the cognitive activities, not inherent like the learning styles, style
suitable strategy is often chosen by the learner. E.g.: a visual style learner prefers to underline the
points in a lesson and draw diagrams to remember. An auditory style learner keeps reading aloud
repeating and reciting aloud.

How to identify the learning styles and adopt appropriate teaching strategies?

Well, examine Table 2 indicating the significant characteristic features of each style and the ways
of addressing them in classroom transaction without sacrificing any particular style.

These features are common to the individual irrespective of the subject of learning. The teacher
can afford to address the learning styles simultaneously if one identifies and understands the style
and style specific linguistic needs.

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Task B: Perspective: Understanding Different Styles and Strategies

The facilitator goes through the following table and discusses the characteristic features of
different learning styles and teaching strategies to help teachers.

Table 2: Characteristic Features of Learning Style

Type of Teaching strategies to help them

Characteristics
Learners learn

• Provide written instructions / directions

Learn well from seeing words in books,
on the blackboard and in workbook. • Use visual reading materials (graphs /
Remember and understand picture)
information and instructions better if • Give opportunity to present in visual forms
Visual they read them. Don’t need as much (drawing/ sketching)
learners oral explanation as an auditory learner, • Create vivid descriptions of ideas/concepts
and can often learn alone, with a book. etc.
Should take notes of the lesson taught
and oral direction if they want to
remember the information.

• Give oral instructions for all classroom tasks,

tests and home assignments.
• Give oral explanations for all charts, graphs,
Learn from hearing words spoken and diagrams, time lines, pictures.
from oral explanations. May remember • Brainstorm ideas aloud with classmates
information by reading aloud or before beginning a reading or writing
moving their lips as they read, assignment.
Auditory especially when they are learning new • Hold small group discussions and problems
learners material. Benefit from hearing audio solving activities.
tapes, class discussions and teacher
• Provide opportunities to ask questions and
talks. Benefit from making tapes to
share ideas during transaction.
listen to, by teaching other students
and by conversing with their teacher. • Provide opportunities to give oral reports on
subjects and to listen to oral reports by
classmates.
• Encourage speaking.

Learn best by experience, by being

involved physically in classroom • Perform activities that encourage learning by
experiences. Remember information doing and interacting with others.
well when they actively participate in • Allow participation and role plays and
Kinesthetic
activities, field trips and role – playing stimulations.
learners
in the classroom. A combination of
stimuli – for example, an audio tape
combined with an activity – will help
them understand new material.

18 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Learn best when they have the
opportunity to do “hands on • Let them manipulate and assemble objects,
experience” with materials. That is, materials, models.
working on experiments in a • Encourage drawing, underlining, and
laboratory, handling and building highlighting in class notes as well in assigned
models, and touching and working with readings.
Tactile
materials provide them with the most •
learners Encourage taking notes during talks and
successful learning situations. Writing
discussions.
notes or instructions can help them
• Conduct field trips.
remember information, and physical
involvement in class- related activity • Allow completing classroom assignments
may help them understand new with a partner or a small group.
information.

(Taken from ‘Teacher Development’ PGDELT Programme of RIESI, pages 22-23.)

Group activity: 1
The facilitator divides the participants in to 3 groups. He/she asks participants to open the lesson
‘Truth Balloon’ in Marigold class 4 – page 109.
Group 1: Prepare an activity to teach vocabulary for kinesthetic learners.
Group 2: Prepare an activity to teach counting using tactile learning.
Group 3: Prepare an activity to teach different kinds of leaves in EVS for students of visual
learning style.

Group activity:2
The facilitator divides the participants into four groups. Each group goes through one of the
following textbooks: Marigold, Math Magic, EVS-KTBS or Kannada –KTBS textbook. They
examine the tasks and exercises accompanying the themes /lessons to decide which of them are
suitable for different types of learners.

A Quick Review
Learning styles in the ESL/EFL class are based on the following hypotheses. (Reid. 1995)

• Every person, student and teacher alike, has a learning style and learning strengths and
weaknesses.
• Learning styles are value-neutral; that is, no one style is better than others.
• Students must be encouraged to ‘stretch’ other learning styles so that they will be more
empowered in a variety of learning situations.
• Often, students’ strategies are linked to their learning styles.
• Teachers should allow their students to become aware of their learning strengths and
weaknesses.

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 As discussed earlier in this chapter, each learning style can be stretched by practicing various
learning strategies that develop language proficiency, greater self-confidence and learner
autonomy. For example, an auditory learner who learns through hearing may prefer to learn and
remember words by listening and repeating them aloud. He/she can be trained to use various
other strategies to learn vocabulary so that he/she can equip him/her self to learn a
new language better.

What are the differences between learning styles and learning strategies?

Learning styles refers to an individual’s natural habitual and preferred way(s) of absorbing,
processing and retaining new information and skills. Learning styles are internally based
characteristics often not perceived or used consciously. ((Kinsella,1995:171)

Learning strategies are external skills that students use, often consciously to improve their
learning. As Rebecca points out, strategies are especially important for language learning
because they are tools for active, self-directed involvement which is essential for developing
communicative competence. (Oxford,1990: ix).
Understanding learning strategies: As the definition reads, strategies are simple techniques
used by the learners to promote learning. As we all know, the learning process involves
planning, monitoring, assessing, questioning, explaining, transferring, etc. These strategies are
used depending upon the learning tasks (O’Malley and Chamot, 1990).
References:
• Kinsella, K. (1995). Understanding and empowering diverse learners. In J. M. Reid (Ed.)
Learning Styles in the ESL/EFL Classroom. Boston, MA: Heinle & Heinle.
• Oxford, R. L. (1990). Language learning strategies. Newbury House.
• O’Malley, R. L., & Chamot, A. U. (1990). Learning strategies in second language acquisition.
Cambridge: Cambridge University Press.

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Session 3: Building a Language Rich Environment

Session Description

Language learning happens both in planned and unplanned ways. Language is acquired best when
it is listened to and used in natural language contexts. But learning English in India, in places
where it is not spoken or written, requires planned, effective contexts and language rich
surroundings. A language rich environment is required to be built through print and audio-visual
resources in a natural context. Learners should be facilitated to observe, use, relate and explore
the background and develop a rich vocabulary. A wide range of materials should be made available
in and around the class. The pedagogy of language rich environment includes – audio-video aids,
animation display, TPR action pictures, classroom labeling, picture reading, writing corner, story
corner and story activities, poetry corner and poetry activities, activities with authentic materials
such as calendars, timetables, duty charts, midday meal charts, etc.

1. Objectives
By the end of the session, the participants will be able to:

• Understand the perspective behind a language rich environment,

• Understand the components of a language rich environment,
• Create a language rich environment in school, and
• Understand the pedagogy of a language rich environment

Task A: Group Activity

Facilitator divides the participants into three groups and assigns the following tasks. Participants
go through the instructions and present their task to whole class.

Group 1: Working with Text books: The Facilitator asks the group to select a story from the
Math Magic class 4 text book. The group think of different ways and present in which they can
teach the concepts so that children understand the concepts in Kannada and English. The facilitator
sums up the discussion by asking the participants if they have any other ways to teach Maths
concepts.

Group 2: Framing dialogues using the poem: The Facilitator asks participants to take a poem
from the class 4 Marigold and asks them to do an action recitation of the poem with rapport
building dialogues. All the group members present their action recitation.

Group 3: Identifying themes related to daily life; associateing them with their words.

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• The facilitator displays a set of cards having pictures, words, instructions, word cards with a
few unrelated ones. The cards are kept on the floor. Group members are asked to pick the cards
related to the given topic.
Topics: Family, Animals, Plants, Food, Games

• (E.g., Father, monkey, snake, car, chilly, cricket, carrom, ginger, mother, brother, manager,
football, pig, banana, brinjal, horse, sister, egg, fish, slippers, road, Kabaddi, chapati, papaya).
Later participants are asked to list other possible signs and labels in their own context.

Task B: Perspective- Group Discussion; Article by Keerthi Jayaram

Participants read an article by Keerti Jayaram (SM-Session 3 Task B) and have a discussion on it.
The facilitator divides them into four groups and asks them to discuss and design their plan for
language rich environment in their classrooms.

1. Later, each group presents their plans. It is followed by a discussion on the following point
- What objectives would they like to achieve on reading and writing through the plan?

2. Facilitator instructs participants to imagine a class and follow the steps given below. All
groups perform all the tasks.
• Design a plan to create ‘Language rich environment’ in your school.
• How do you plan to display the materials in the class?
• How do you grade the materials according to the levels of the children?
• How do you plan to arrange the graded materials in the class?
• What arrangements do you plan to use the audio and video resources?
• How do you make use of the community as a resource to create language rich environment?

22 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 3. The groups will present their plans to the whole class.
4. The facilitator sums up by reiterating the elements of a language rich environment –
a. Activities with authentic materials,
b. Word walls,
c. Poetry corner and activities,
d. Story corner and activities,
e. Activities with labelling and instructions,
f. Songs and rhymes

Task C: Pedagogy – Group activities

The facilitator divides the participants into four groups; assigns different activities to each group
to perform and present to the whole group.

Group 1: Listen to clues and guess.

The facilitator explains the activity ‘Listen to clues and guess’. One of the group members holds
one of the items given below.
(a soap wrapper, a pain balm cover, a tooth paste cover, etc.)

Participants must guess the name by listening to the clues given to them.

Example: One of the group members will hold a tooth paste cover which is not seen by the other
participants and gives clues like:

• The cover is red in colour. You find a seven lettered word written in white colour in bold.
• It is rectangular in shape. You find a tube inside it.
• The tube is filled with a white semi liquid substance
• We get it in different sizes. The price of this cover is ____
• We use semi liquid substance inside the tube every morning. Some of them use it after dinner
too.

The facilitator instructs the group to select one such thing and make a list of clues to be given.
Then each group starts giving the clues to the other selected group. The selected members must
guess the name and say it.

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The facilitator then gives the participants an article on ‘Authentic Materials’ (Refer to T1S3TC1)
which the participants would read and discuss. They present the salient points from the article
with examples of activities from their own classrooms.

Group 2: Activity - Labelling

The facilitator instructs the participants to read an article on a reading corner and plan a reading
corner in their school. Refer to T1S3TC2.

The group chooses one area of the school and prepares multilingual labels with instructions for it.
The areas could be library, sports room, drinking water and toilet areas, science laboratories etc.
Then the group will prepare a teaching plan using instructions with labelling through TPR
activities. Then group will share their plans with the whole class.

Group 3: Pedagogy-Group Activity – Word Walls

The facilitator divides the participants into pairs. Each pair observes the given pictures of word
walls. They plan an activity using one of the pictures and matching it with one of the poems from
the NCERT text book. E.g., ‘A Happy Child’, ‘After a Bath’, ‘Merry Go Round’, ‘If I were an Apple’.
Refer to T1S3TC3

Some of the pairs present their activities to the whole class. The facilitator sums up by discussing
how, when and why we should make word walls.

Group 4: Pedagogy- Songs and Rhymes

Songs, rhymes and tongue twisters develop phonemic awareness. They help to develop listening
and speaking skills in children. The Facilitator divides the participants into groups. The facilitator
then plays some songs, from a website called ‘Singing walrus’([Link]
asking the participants to practice and present them with actions. Some of the songs are suggested
as below:

1. Greeting song 2. Verb song 3. Animal Sounds Song 4. Number Song 5. Days of the
week song

Each participant of the group chooses a song for one of the lessons from the EVS and Maths text
book and prepares to sing it.

24 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Support materials;

(Session 3 Task b) Article from Keerthi Jayaram

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T1S3TC-1: Authentic Materials

Authentic materials have real language. In order to achieve the objectives of English language
teaching it is important for the English language teachers to exploit other materials around them
according to the needs of learners and to create interest in them. These materials are effective and
easily available.

Authentic materials provide resources for ELT teachers and offer them the opportunity to expose
learners to materials produced for real life and out of classroom contexts. The focus is on the
message, means and context are often used to help to communicate it. If teachers use authentic
texts sensibly, they provide learners with alternatives ways to learn real English usage.

Sources of Authentic Materials: There are a lot of sources for authentic materials, which are
economic and easily available every time and everywhere. They are: Brochures, Cartoons, Comics,
Currency, Greeting Cards, Images, Internet, Invitation Cards, Advertisements, Journals,
Magazines, Maps, Menus, Movies, News Papers, Notices, Post-Cards, Pictures, Product Labels,
Puppets, Songs, Stamps, TV Programmes, Tickets, Wall Papers, Weather Reports, etc.

Advantages of Using Authentic Materials

There are a lot of advantages of using authentic materials in English language classrooms. They
provide situational language and students are exposed to real discourse. Not only they are
interesting for learners but are also very helpful in developing language skills. Authentic materials
develop creativity among teachers as well as learners and are highly motivating. They provide
knowledge of real situations of life and make the learners aware of these situations. They develop
ability of interpretation and are very economic and easily available everywhere. These are helpful
in minimizing the level of hesitation among the learners and not only can the same material be
used to teach different classes but also to encourage the learners to read for pleasure.

T1S3TC-2: Labelling
An article by NCERT on the need and significance of a reading corner in schools.

Source: [Link]

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Session 4: Language Across Curriculum

Session Description
Language Across Curriculum (LAC), as a perspective and pedagogy for children, studying
through English medium, aims at the integration of English, Math and EVS in classroom
transactions. The session aims at providing the participants an experience of the LAC
process. The participants will realize that the concept formation in any subject depends
on language comprehension. They will also engage in designing pedagogical processes
based on an LAC perspective. As concept formation in any subject occurs only through
language, it is necessary to adopt an LAC approach which integrates the teaching of all
the subjects at the primary level.

Objectives:

By the end of the session, the participants will be able to

• understand that learners form new concepts in all the subjects through language.
• understand how language contributes to the learning of other subjects / content and how
language learning takes place through other subjects.
• design TLM from the perspective of LAC.

Warm up: Working with textbooks - Identifying concepts of Mathematics and EVS that can
be taught in the language class.
The facilitator divides the participants into groups. Each group examines one theme of the
English, Maths and EVS textbooks of NCERT to find out the following:

How many concepts (e.g. opposites or adjectives like heavy or light) are there in the Maths text
book, which are usually taught in the language class? Which are they? Can they be taught together
with language? How many stories and poems are there in the Maths text book? Can they be taught
through stories and poems like in the language text book and yet the concept can be well
explained? How many EVS and Maths concepts does the language text book deal with? Which are
they? Can they be taught in the language class with the same rigour? Through this exercise the
facilitator demonstrates how concepts can be taught from all textbooks, and the need for teachers
to understand how to use this effectively in the classroom.

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Proficiency: Introduction to LAC and its Importance
Task A: Warm Up
The facilitator pastes the flashcards (always, sometimes, never) on the wall in the training room;
then he/she asks the participants to understand and respond to the phrases by going through
them and standing near the flash card which they prefer.
Ex: Facilitator: Practice yoga
Participants: Those who do yoga regularly stand near the flash card “always”. If they never
do yoga, they stand near the flash card never and those who do yoga sometimes, stand near the
flash card sometimes.
The phrases are as follows
1. I go for a walk.

2. Count stars.
3. Go for health checkup.
4. Count steps on the stairs.
5. Keep the surroundings clean.

6. Read newspapers.
7. Pair/ group the children in their classrooms.
8. Add sugar to coffee at home.
9. Draw Rangoli.
10. Count the number of children in the class
11. Do addition /subtraction mentally.
12. Identify different shapes.

The facilitator asks the participants to say the subjects, the above phrases / activity belongs to.
The participants sit in pairs and discuss with each other and the facilitator elicits the answers.

Task B: Proficiency – read and reflect on the two diaries.

The facilitator distributes the handouts of two diaries (SM Session4 Task b) of two different
teachers and asks them to go through the diaries and analyze their pedagogical approaches.

The facilitator poses the following questions to the participants after they read the diaries of Suma
and Sachin.

28 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 1. Whose teaching approach do you prefer? The teaching practice of Suma or the teaching
practice of Sachin? Why do you think so?
2. How can we help the child by integrating the teaching of language, Math and EVS in
learning language and other subjects through language?
3. How did Sachin use the context to teach language, Math and EVS?
Task C: Proficiency- Group review
Below are some simple passages extracted from EVS textbook of standard two, read the given
passages and identify what areas /structures/vocabulary of language you can teach and do teach
using the script from First Std EVS text:
Script: 1
I need water; I need water for drinking, cooking and bathing too. I need water. I need water for
building farming and sailing. I need water. I need water for plants and animals, me and you. (
Pg. no. EVS-26)

Script: 2
Tomatoes make your cheek go red, carrots make you jump ahead, greens make you very
strong, peas make you sing along. (page no. 34)

Script: 3
My house is white, a lovely house with doors and windows green. Lots of trees big and small
to shade me from the sun. (page no. 42)

Script: 4
Father mother brother sister I love you all and need you too. All together we sit to eat we sit
to talk and play the ball. (page no. 64)

29 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 The facilitator discusses with the participants and helps them understand the fact that
language plays an important role in concept formation. Without the correct usage of
language, we cannot make the content clear to the students. There are many vocabulary
items, structures or components of language in every lesson that a teacher who teaches
subjects like EVS or Mathematics at primary level can teach in her/his classroom which
can develop language skills as well as concept formation.

TASK: E; Proficiency
The facilitator asks the participants to go through the topics in Mathematics and think about the
structures or vocabulary that could be taught through the mathematics textbook. An example is
given.
[Link] TOPIC CONCEPTS STRUCTURES/VOCABULARY/SPELLING
./PRONUNCIATION

Shapes - Inside –outside, bigger-smaller, top-

1 Shapes and triangle, circle, bottom,
pitched, camel, Can I.....?,May I.....?
space square. and so

Space –inside, on.

outside,
before, after,
smaller,
bigger.
2 Numbers
from one to
nine

3 More less

4 Addition

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 5 Numbers
from ten to
twenty

6 Time

7 Measurement

Note to the teacher: Teaching language in primary school is not the responsibility of the language
teacher alone but the role of each and every teacher irrespective of the subjects they teach. So, the
above-mentioned activities in proficiency level are some examples to showcase the idea of content
and language integrated learning (CLIL=Content and language integrated learning is an additional
language, thus teaching both the subject and the language. Content and language integrated
learning is an approach where students learn a subject and a second language at the same time. A
science course, for example, can be taught to students in English and they will not only learn about
science, but they will also gain relevant vocabulary and language skills.) Thus, even an EVS
teacher can teach language along with content. So also, the mathematics teacher at primary level.
Therefore, at the primary level, all teachers are basically language teachers also.

Pedagogy: Pedagogical Processes and Perspective Building

TASK B: The facilitator asks the participants to read the script of classroom transaction plan
given in T5SM2.
The participants go through the transaction plan and get an idea about the integration part conveyed
in the lesson.
Note to the teacher: The principle of LAC is applicable whenever there are possibilities and the
teachers are not compelled to integrate the units forcefully because it leads to artificiality.
However, there are many benefits of integration.
Task C: Group work on the Textbook (Integrating language, Maths and EVS)
The facilitator asks the participants to select any one unit in EVS and Maths and design lessons
based on LAC principle, and demonstrate by preparing TLM related to it.
The Facilitator asks the following questions and holds a discussion with the participants

• Can we adopt LAC approach in our classes? Why? Why not?

• How do we integrate the content and language in this unit by using the text book?
31 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 • How do we exploit the text for concept formation and teaching simple language
components?
Support Materials: Session4 Task b

Hand out 1: Diary of Suma

It was my first class in an English medium school. I went to class1 and taught the lesson Siri
and her Family.

First, I asked the children about their families, the number of people in their families, how many
brothers and sisters they had. I showed them the pictures of families and introduced words like
father, mother, parents, grandmother, grandchildren, brother and sister with the help of
pictures. There was a picture in which the grandmother was telling stories to the children. In
another picture, the mother was helping the children with their lessons and in another, both
the parents were preparing food in the kitchen.

As the prescribed story was preceded by a picture of Siri and her family, I did a picture reading
session and then used the text for teaching English. The story was as follows:

Siri is six years old. She lives with her parents. Her mother’s name is Uma and her father’s name
is Venu. Siri has one brother and one sister. Her brother Kiran is older than her. He is nine years
old. Her sister Anu is younger to her. She is four. Siri also has a grandmother. She is 68. She
tells stories to her grandchildren every day. Siri plays with her brother and sister after school.
They have great fun!

My teaching plan included the following:

Vocabulary enrichment
• Words given in the text: (Family)
Father, Mother, Parents, grandmother, grandchildren, brother, sister
• Words related to the family (additional words)
Grandfather, uncle, aunt, nephew, niece
• Words related to school given in the text
School
• Words related to school (additional words)
Teacher, books, pens, table, benches, classroom, blackboard

32 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Sentence Structure
• Siri is six years old. She lives with her parents. Her mother’s name is Uma
and her father’s name is Venu
• Siri plays with her brother and sister after school. They have great fun.

Writing

• Write a few sentences about your family.

Grammar

Identify the naming words from the text and write it in the boxes given below

NAMING WORDS

Hand out 2: Sachin’s class

It was my first class in an English medium school. I went to class 1and taught the lesson Siri and
Her Family.

First, I asked the children about their families, the number of people in their families, how many
brothers and sisters they had. I showed them the pictures of families and introduced words like
Father, Mother, Parents, grandmother, grandchildren, brother, sister with the help of pictures.
There was a picture in which the grandmother was telling stories to the children, in another
picture, the mother was helping the children with their lessons, in another picture both the parents
were preparing food in the kitchen.

Next, I asked the children to read the story:

33 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Siri is six years old. She lives with her parents. Her mother’s name is Uma and her father’s name
is Venu. Siri has one brother and one sister. Her brother Kiran is older than her. He is nine years
old. Her sister Anu is younger to her. She is four. Siri also has a grandmother. She is 68. She
tells stories to her grandchildren every day. Siri plays with her brother and sister after school.
They have great fun!

My teaching plan included the following

Vocabulary enrichment

• Words given in the text: (Family)

Father, Mother, Parents, grandmother, grandchildren, brother, sister
• Words related to the family (additional words)
Grandfather, uncle, aunt, nephew, niece
• Words related to school given in the text
School
• Words related to school (additional words)
Teacher, books, pens, table, benches, classroom, blackboard

Sentence Structure
• Siri is six years old. She lives with her parents. Her mother’s name is Uma and her father’s
name is Venu
• Siri plays with her brother and sister after school. They have great fun.
Writing
• Write a few sentences about your family.
• Write down the age of the three grandchildren and the grandmother both in figures and in
words.

Name Age - in Age in words

figure

Grand mother

34 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Siri

Anu

Kiran

Games with numbers.

The age of Siri is 6 years and the age of Kiran is 9 years. Now find out by how many years is
Kiran older than Siri.

Kiran subtract Siri Answer

9 years 6 years 3 years.

When I finished teaching language and Math with the help of the lesson, I asked the children to
talk about family relationships and care for others.

• Siri’s grandmother tells stories to her grandchildren. Do you like listening to stories from
your grandmother? Name some stories your grandmother or grandfather told you.
• Siri plays with her brother and sister after school. They have great fun. Do you play with
your brother or sister after school? Name some games you play with them.

Though I had a single textbook and I taught the lesson Siri and Her family, I taught them English,
Math and EVS with the help of the same lesson.

The facilitator poses the following questions to the participants:

5. What were the important principles of the LAC discussed during the sessions?
6. How can we make a meaning-making context by using a LAC perspective and pedagogy?
7. How do you create a meaningful context in the TLM prepared during the session?
8. How do you integrate the content and language while teaching English, Math and EVS?

35 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 A SCRIPT OF CLASSROOM TRANSACTION
Tr: Good morning, Children

St: Good morning, Ma’am

Tr: Shows the photograph of her own family

Tr: Children, can you all see this picture?

St: Yes, mam.

Tr: This is my family photo which was taken when I was small. Can you guess where I am?

St: Students guess

Tr: Introduces her family members in the photograph.

St: Listen and observe.

Tr: Children I love my family a lot. Do you also love your family?

St: Yes

Tr: Shall we now look at the lesson “I Love My Family”?

Tr: (Holds a simple conversation to develop speaking skill in English)

Tr: In my family I like my father a lot

St: Who do you like in your family? (If the student doesn’t understand, teacher asks the same
question in the child’s mother tongue)

St 1: I love my mother (student answers in his/her mother tongue)

Tr: Helps the student to say the same sentence in English

Tr: Talks to as many students as possible. Asks them about their family, sometimes in English
and sometimes in home language.

Tr: (EVS Content) Now open EVS text book page no 1.

St: Students open their text books

Tr; This is Radha’s family. Look at the picture. Tr makes the students to read the picture given
in the text and asks the following questions.

1. How many members are there in Radha’s family?

36 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 2. Who is working in the field?

3. Who is helping Radha’s father in the field?

4. Who is Radha playing with?

5. Who is cutting the vegetables?

6. Do you see animals in the picture?

7. Do you have any animal at your home? (SPEAKING)additional words

2. Stick or draw the pictures of your family members in the form of a family tree.
Grandfather / Grandmother
Father / Mother
I / Brother / Sister
(The teacher guides students in sticking or drawing the pictures)

Tr: Show your family tree to the whole class and introduce your family members to your friends.
St: Students come one by one and show their family tree and introduce their family members
to the whole class. (Speaking activity language).
Tr: Asks some questions to the children
1. What do you call your father at home?
2. What do you call your mother?
3. Who cooks food at your home?
4. Who cleans your home?
5. How do you help your mother in the house hold activities?
6. Who helps you in your studies at home?
Tr: Ok children, go home today and say thanks to your family members for being with you, for
guiding you and for helping and looking after you.

37 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Session 5: Language Through Pictures
Session Description
Picture reading helps us develop important emergent reading skills. It develops concept formation
in young learners. It nurtures reading strategies like prediction, visualization, and analysis. It helps
develop the foundational skills of speaking and understanding the language of symbols before the
child is ready to begin reading a complete text. As an approach to learning, picture reading is
enjoyable, interesting and instructive. It can be extended to the teaching of Math and EVS with a
little ingenuity!

Objectives
By the end of the sessions on Picture Reading, participants will be able to

• realize the importance of pictures for concept formation in young learners,

• explore picture reading strategies in developing emergent reading skills, and
• design various activities using pictures for effective learning.

Materials needed
• Pictures
• PowerPoint Presentation
• NCERT Marigold, Math Magic, EVS and State board Savi Kannada Text Books.
• Hello English Charts

Session Details
Task 1: Warm up - Group Activity: Learning Station
(The pictures from the textbook would be preferable)
• Learning Station - Walk and Speak as if you are the character.

• The facilitator asks the participants to walk around the room as s/he plays the music.

• When the music stops, the participant stops at The Learning Station and takes a chit, opens
it and looks at the picture.
• S/he has to imagine as if s/he was the character in the picture and speak for a minute.
• The process continues and each time the music stops the participant stands near the
learning station, picks a picture and speaks about the picture.
• The facilitator sums up the activity by asking the trainees the importance of picture reading
for beginners.

38 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Task 2: Proficiency - Let’s Interpret - Picture reading
The facilitator gives different pictures to four different groups and assigns different tasks.
Each group has to work on the assigned activity and present it for discussion.
Group 1-Describe the picture. (Refer to SM S5 T2 G1)
Group 2-Write dialogues for the different characters in the picture. (Refer to SM S5T2 G2)
Group 3- Frame questions and write answers based on the picture. (Refer to SMS5T2 G3)
Group 4 - Write a story based on the given picture beginning with the following line. (Refer to
SMS5T2G4)
I was walking on a dark night in a dense forest when I suddenly stumbled upon------

• After the group members finish their tasks, a volunteer from each group makes a
presentation.
• A group discussion is conducted based on the presentation takes into account the
following questions:

1. How did this activity help you?

2. Was the activity easy/ difficult? Why/ why not?
3. How did you work as a group?

Task 3: Perspective Building: Group Discussion

Objective: To understand the pedagogical perspective behind picture reading.
The facilitator engages the participants with the following questions:
1. How are these activities useful to young learners?
2. What are the challenges you might face when using pictures as learning materials for young
learners?
3. What are the things you should keep in mind while selecting/using pictures?
4. How can the above activities be integrated while teaching other subjects?

Task 4: Pedagogical Processes: Exploring Pictures in classrooms

[The 6 picture poster charts are provided to the teachers along with the Hello English materials in
this activity]
The facilitator divides the participants into 6 groups. Each group is given a picture to discuss on:
1. How to explore that picture in classroom?
2. What language elements can be covered?
3. What kind of questions can be asked?
4. How can it be integrated with other subjects?
After the discussion, each group shares their views and the facilitator consolidates the ideas.
39 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Support Materials: (Task 2)
1. S5T2G1

2. S5T2G2

40 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
3. S5T2G3

4. S5T2G4

41 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 THEME 2
Learning Outcomes - Pedagogical Process and Assessment

Description of the Theme

In this Unit, the participants will have an orientation on the learning outcomes of classes 1, 2 and
3 and get an overview of the learning outcomes of class 4. They will be exposed to the textbooks
for mapping the learning outcomes with the prescribed lessons and poems. They will get to know
the strategies of assessment and documentation that will help in achieving the holistic development
of pupils.

Objectives
By the end of the session, participants will be able to
• understand the importance of Learning Outcomes in creating an environment for
meaningful learning.
• get an orientation on Learning Outcomes of Classes 1, 2 & 3.
• Familiarize themselves with Learning Outcomes of English, Kannada, Math and Environmental
Science (EVS) of class 4
• Explore the textbooks to map Learning Outcomes, Pedagogical Processes and Assessment.
• Understand the assessment strategies and maintain records according to SATS.

Details of the sessions

Session1 Session 2 Session3 Session4
Orientation On Introduction for Introduction for Class- Assessment and
Learning outcomes Class-4 Learning 4 Learning Outcomes Documentation
of Class-1 to 3 outcomes of of Math & EVS &
Languages & Pedagogical Process
Pedagogical Process
90 minutes 90 minutes 90 minutes 90 minutes

Materials needed
• Cutouts
• Markers/ sketch pens
• White- Sheets
• Card-Sheets

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 Session1
Orientation on Learning Outcomes
Task-1 Warm -Up: 15 minutes

TASK 1: Warm Up
The facilitator uses the supportive material and takes the photo copy of the work sheet. Cut
and divide them into chits. And put all the chits of learning outcomes into one box and
name it as “Learning Outcomes Pitara” . Make these boxes as per the number of the
groups you are going to divide.

The facilitator divides the participants into four groups (As per the strength of trainees). She/he
provides ‘Learning outcomes Pitara” to each group (refer to supportive material-1). She/he allots
five minutes time to the activity. Then she/he instructs them to paste the chits on a chart paper
according to the subject and class as shown in the table given below. Then she/he asks any one
group to present it to the whole class.

Learning outcomes of English

Class-1 Class-2 Class-3

Learning outcomes of Kannada

Learning outcomes of Mathematics

Learning outcomes of Environment Science

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Task-2 Importance of Learning Outcomes (40 minutes)
The facilitator demonstrates two activities on the given plans. She/he asks the participants to
observe the demonstration and pen down their points in the given checklist.
Demonstration: 1
Teacher asks the learners to open page no-164 of their English Marigold.
Teacher supplies
listed materials and
explains how to
make a puppet.
Then she/he gives
10 minutes of time
to prepare it.

Demonstration: 2
Teacher makes the learners sit in a semi-circle and supplies a brown envelope, newspaper, stick,
white sheet, sketch pen to each child and keeps glue and colour crayons in the middle of the circle.
She/he instructs them to follow her/his instructions. (Teacher scaffolds the learners by showing the
pictures- if it is required).
Hello children. Today we are going to make a puppet. Are you ready?
I will give you instructions and show you pictures. Do as I instruct.
(She/he shows a white sheet and with picture of monkey) Take a white sheet and make the face of

a monkey on the white paper and colour it.

Cut out the face and stick it on a brown envelope. (She/he shows a sample)
44 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Take an old newspaper. Crush the newspaper and fill it in the brown envelope.
(She/he shows a sample)

Take a stick. Put the stick inside the envelope. (She/he shows a sample)

Close the mouth of the envelope firmly with a tape or ribbon. (She/he shows a sample).
Now your puppet is ready.

Pen Down your reflections

Points to be observed (Demonstraction-1) (Demonstraction-2)
1. What could be the
learning outcome of these
activities?
2. Are they relevant to the
level of the children? How
do you say?
3. What is the teaching-
learning process that has
been followed in these
videos?
4. Why do we need learning
outcomes?
5. How are these learning
outcomes helpful in the
teaching learning process?
6. Is there any relationship
between learning outcomes,
pedagogical process and
assessment?
7. What could happen if this
alignment is disturbed?
During this discussion, the facilitator relates back to the demonstration to discuss what could
happen if there is no alignment between Learning Outcome& Pedagogical process.
Expected Learning Outcome: Responds to simple instructions, announcements in English
made in class/school.

45 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Learning Outcomes: Learning outcomes are statements that describe the knowledge,
skills,
and attitudes that students should acquire by the end of a particular assignment, class, course,
or programme and help students understand why that knowledge and those skills will be
useful to them.
In the first demonstration children are passive learners. They listen to the whole process and
prepare a puppet. It is direct method.
In the second demonstration children are active learners. They follow the instructions with the
help of the picture clues. It is communicative approach.

Session-2
Introduction of Class-4 Learning outcomes of Languages &
Pedagogical Process
Task-1: Knowing Learning outcomes and Exploring textbook of class-IV English and
Kannada.
Activity: Think-Pair -Share (TPS)
The facilitator
1. divides the class into two parts as ‘A’ and ‘B’, and in each part he/she divides the
participants into three groups (as A1, A2, A3 and B1, B2, B3).
2. asks part ‘A’ groups to read the learning outcomes of class 4 English and assigns 1 unit of
Class-IV Marigold English to each group.
3. asks part ‘B’ groups to read the learning outcomes of class 4 Kannada and assigns 1 unit
of Class-IV Savigannada to each group.
4. instructs the groups to go through the learning outcomes of assigned subject and complete
the given table by mapping learning outcomes to textbook unit and design an activity
related to it.
5. asks to discuss the given reflective questions.
6. instructs ‘A’ side groups to pair with ‘B’ sides groups (as A1 with B1, A2 with B2 and C1
with C2) and share their information to each other.
Note: Refer to support material for the learning outcomes of class IV English and Kannada

S. Name of the Related Learning Design an activity which is not

No Unit Outcome mentioned in the textbook
1.

2.
46 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 3.

4.

Reflective Questions:
1. Are the learning outcomes spiral in nature?
2. Do the Learning outcomes help teachers plan a lesson?
3. Do the Learning outcomes give a clear idea of what and how much to teach and plan
accordingly?
4. Do the learning outcomes help teachers select an appropriate strategy for teaching and design
their teaching material more effectively?

Finally, the facilitator presents the PPT of learning outcomes and sum-up by asking the following
questions:

1. Have you enjoyed this activity?

2. What is the name of this activity?
3. Can you apply this activity in the classroom? How? (Elicit participant response.)
4. What is the purpose of this activity?

(To understand the present year’s learning outcomes and mapping with textbook activities.)
Expected response: Think-Pair-Share activity help students to become familiar with how to share
information about their likes and dislikes and the festivals that they celebrate in their houses, etc.
(using mother tongue)

Task-2: Learning Outcomes and Pedagogical Process:

The facilitator makes the participants sit in groups. She/he supplies the textbooks of class-4 English
and savigannada and asks them to observe the given table and complete it by adding two activities
from Marigold-Textbook and two activities from Savigannada by selecting proper learning
outcomes and pedagogical process.

S. Activity Related Learning Focused

No Outcome pedagogy
47 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
1 Activity: Creating a poster
The teacher asks the learners to face the board and presents Reads small texts/ Art
a poster which she made by reading a text. She reads the posters/ charts in Integrated
text and explains how she has comprehended it and English with Pedagogy
prepared the poster using grains. comprehension

Then she/he divides the learners into pair/small group and

provide a small reading text and A-4 size paper and asks to
prepare a poster. She/he provides the material required to
them.

The teacher divides the class into small groups and Uses simple nouns, Task
provides a handout of small text and asks to do the pronouns, Based
following tasks by discussing in their groups adjectives and pedagogy
➢ Read out the text in the group. prepositions in
➢ Underline naming words, context as
➢ Put a right mark to the action words and compared to
circle the describing words. previous class in
➢ List out the naming words, action words and verbal and written
describing words separately. communications
➢ Write one sentence by using naming words, action
words and describing words.
The teacher goes around the class and confirms whether the
task is completed and helps the group if required.
Thereafter, the teacher provides another handout of
graphic organizer and asks the groups to fill in the
organizer with the information they have done. She/he
allows the learners to paste the handouts on the walls.

48 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Finally, the facilitator asks the groups to go around the
class to have a look on their works and give stars to the
groups.
3 After completion of the prose “Neha’s Alarm clock’ the Expresses orally Toy
teacher asks the learners to name the characters that were her/his Based
mentioned in the lesson and the character that they like opinion/understandi Pedagogy
the most. ng about the story
Thereafter, the teacher involves the learner to prepare a and characters in the
few toys such as bird, sun, clock etc. (which were story, in English/
mentioned in the lesson.) home language

Then the teacher encourages the learners to hold these

toys and express their views in English/home language

The facilitator makes the participants think of how the activities, Learning-Outcomes and
pedagogical process are interlinked. After a while the facilitator makes the participants complete
the given table with their answers. Later s/he asks them to share their idea with their partners. Then
s/he instructs them to share their idea with the group.
The facilitator asks each group to present their ideas with whole class.

Reflection:
S. No Reflection Questions Responses
1. How will the session help to align the learning
outcomes with pedagogical processes?

49 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 2. How will the knowledge of the textbook help you
in your classroom transition?

Follow Up:
Select any two units of your choice (any subject) and related learning outcomes of the units. List
out the pedagogical processes that you would like to use to transact the units.

Session-3
Introduction of Class-4 Learning Outcomes of Math, EVS and
Pedagogical Process
Task-1 Warm-Up: 15 minutes (Refer Supportive Material- 4)

A running dictation incorporates movement, language and core-subjects. It is a group work and it
provides joy. Participants take turns reading, remembering and retelling the information to each
other. Each person can be a runner and a writer.
Directions: Form a group of 6. Number each person 1-6. This is a race. When the time starts,
person 1 will run to paper #1, read and remember the answer and come back and tell it to the group.
Each person will write the answer for #1. Then person 2 will run to paper#2, read and remember
it, and comes back and tell the group who will write the answer to #2, then # and so on…. If the
runner forgets, they have to go back and try again.

The facilitator refers to the given statements (Refer to Supportive Material-4). Cuts them and
pastes them around the classroom.

The facilitator sums up the activity by discussing the important points facilitating learning
mathematics and EVS for class-4 children.

Task-2: Exploring textbook of class-IV Mathematics and Environmental Studies.

The facilitator makes the participants sit in 6 groups and assigns 2 units of Class-IV Mathematics
and 2 units of EVS to each group and instructs them to go through the assigned units and complete
the given table after analyzing the assigned units. (For Learning Outcomes refer to supportive
materials)
S. Name of the Related Learning Design an activity which is not
No Unit Outcome mentioned in the textbook
1.

50 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 2.

3.

4.

The participants analyze the given units of Mathematics and EVS and write their responses in a
chart paper and present it to the whole group.
The facilitator sums up the task by displaying the given (Support Material) chart.

Task-3: Learning Outcomes and Pedagogical Process: Think-Pair-Share

The facilitator makes the participants sit in groups. She/he supplies the textbooks of class-4
mathematics and EVS and asks them to observe the given table and complete it by adding two
activities from Math-magic and two activities from EVS.

S. Activity Related Focused

No Learning pedagogy
Outcome
1 Multiplication Divides a Art
Make the learners sit in a semi-circle. Stick a plain white number by Integrated
chart on the chalkboard/wall. Make 2 colours using another number Pedagogy
Kumkum and Turmeric. Ask a child to come and dip his/her using different
one palm in the turmeric and another in Kumkum. Let the methods like –
child to print his/her both palms on the white chart. Let 10 pictorially (by
more children to continue it and then ask a few questions to drawing dots),
add on. Explain about repeated addition. equal grouping
Questions: or repeated
1. (After each child) How many palm-prints can you see on subtraction and
the white sheet? by using inter-
2. How many children did print their hands on the sheets? relationship
3. How did you add? between division
After the first child- and
multiplication.

1. Whose palm-print is this?

2. How many palm-prints are here?
Continue the printing palms and asking questions.
After completing three children

51 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 1. Whose palm-prints are these?
2. How many palm-prints are here now?

2 The teacher prepares a spinner shown in the picture and Represents the Toy based
prepares flashcards related to the pictures shown in the fractions as half, Pedagogy
spinner. She calls the children one by one and asks them to one-fourth and
spin. When the pin of the spinner stops in a particular three-fourths by
column asks the children to identify it and pick up the card using numbers/
which is related to it. numerals

3 The teacher supplies a chart to each child and takes them Distinguishes Discovery
for a field trip. S/he instructs them to observe the animals between humans Based
on the basis of size, colour, food and dwelling. Then s/he and animals Pedagogy
instructs them to complete the given chart after their based on shape,
observation. size, behaviour,
Sl. Name of the Size Colour Food Dwelling and food habits.
No animal
1 Cow
2 Butterfly
3 Monkey
4 Grasshopper
5 Fish
4 The teachers writes some statements on traffic rules and Identifies the Sport/
makes paper balls according to the strength of the class. traffic rules and Game
S/he writes answers of riddles in each piece of the paper. follows them integrated
S/he pastes the answer papers on the chest of the children. Pedagogy
S/he distributes balls among the children and gives
instructions as mentioned:
1. Throw the selected ball to each other.
2. Collect and through for 3 minutes.
3. Collect any one of them.
4. The game start with your teacher.
5. Your teacher reads a riddle and find the person who is
having the answer of the riddle.
6. Next the person whose answer matches the teacher’s
riddle will read the next riddle.
It continues until all the children get their chance.
For example:
Riddles: I am black and white. I help you to cross the
road. Who am I?
Answer Chit: Zebra-Cross.

52 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Think- Pair-Share:

The facilitator makes the participants think of how the activities, Learning-Outcomes and
pedagogical process are interlinked. After while the facilitator makes the participants complete the
given table with their answers. Later s/he asks them to share their idea with a partner. Then s/he
instructs them to share their idea with the group.

The facilitator asks each group to present their ideas with whole class.

The facilitator sumps up the session by asking given reflective questions.

Reflection:
S. No Reflection Questions Responses
3. How will the session help to align the learning
outcomes with pedagogical processes?

4. How will the knowledge of the textbook help you

in your classroom transition?

Follow Up:
Select any two units of your choice (any subject) and related learning outcomes of the units. List
out the pedagogical processes that you would like to use to transact the units.

Session-4
Assessment and Documentation

Task-1 Warm-Up: Graphic Organizers

A graphic organizer, also known as a knowledge map, concept map, story map, cognitive
organizer, advance organizer, or concept diagram is a pedagogical tool that uses visual symbols to
express knowledge and concepts through relationships between them. The main purpose of a
graphic organizer is to provide a visual aid to facilitate learning and instruction. You can create a
different kind of graphic organizers. For example:

53 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Ask participants to read any one lesson/poem in ‘Marigold – Class IV’ and draw a graphic
organizer as above to show their understanding of the lesson/poem.

Task 2: Documentation and Records according to SATS:

The facilitator divides the participants into 4 groups and
❖ asks group 1 to read General Principles of Assessment
❖ asks group 2 to read What to assess and how to assess.
❖ asks group 3 to read How to report and document.
❖ Asks group 4 to read Learning Outcomes to be tracked through Formative
Assessments 1, 2, 3, 4 and Summative Assessment 1 and 2.

❖ Each person will read the section of the given material alone and the outline key ideas
collaboratively in the group. The group will agree on how they will explain their
collaborative activity to the class.

Class II1- Assessment Guidelines for Bilingual sections

A. General Principles
i. The purpose of assessment in class 4 should be to support learning; it should help the
teacher in understanding students’ learning and guide the teacher in modifying her
lesson plan accordingly
ii. The purpose of assessment is scaffolding learners’ learning.
iii. It should be primarily done in an informal way using observations, activities, and
other play way methods during the process of teaching
iv. Paper Pencil test refers to traditional learners’ assessment.
v. Performance based assessment encourages the application of learning to real-life
situations.
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 vi. The assessment should strictly avoid ranking or evaluating the child as a fast learner,
slow learner etc. or create any stress and fear of learning

B. What to assess? How to assess?

i. Learning Outcomes should be the basis of the assessment
ii. The teacher should report the child’s progress on each one of them.
iii. Assessments should be integrated with regular teaching as per the lesson plans and
the subject taught in the time table
iv. Assessments should be primarily oral, activity based, worksheets based
v. Assessments can happen in groups or individually, formally or informally

C. How to report and document?

i. A portfolio for each child should be maintained to systematically document evidences
of student’s learning
ii. This portfolio could have the following-at least3-4 anecdotal records written by the
teacher about the child, at least 8-10 worksheets done by the child, checklists of the
child’s performance in an oral activity/group activity, progress sheet about each
child’s progress on each of the learning outcomes, one page by the teacher about what
the child likes to do and what she/he finds difficult to do
iii. The reporting should be done as per the SATS format for each child. Weightages as
per the existing SATS format.
Formative Assessment 1
School:
Class: III Sub-Teacher: Teacher A
S.N Students Name LO-1 LO-2 LO-3 FA 1

Grade
Points
Total

15%

Indicators Indicators Indicators

1 2 3 1 2 3 4 1 2 3
1

Note: Fully achieved= 2 marks Partially achieved= 1 mark Not achieved= 0 mark

55 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 D. Learning Outcomes to be tracked through Formative Assessments 1, 2, 3, 4 and
Summative Assessment 1 and 2.
i. The learning outcomes should be split in 4 parts– simpler outcomes will be tracked in
the beginning months and more complex ones towards the latter half of the year
ii. The teacher can re-sequence learning outcomes based on the learning levels of her/his
students
iii. There should be alignment between the outcomes, pedagogical processes and assessment
of children.
iv. Children cannot be assessed in areas that have not been taught in the class
v. The prescribed Textbooks and other TLMs will be used to teach; however, the
assessment should not be limited to rote learning the content of the books. It must focus
on developing and assessing the desired skills and capabilities stated in the outcomes

The facilitator sums up the activity by asking these questions.

1. What are the specific objectives of the task?
2. What did you learn from this activity?
Expected response:
1. This activity will help the participants to gain the information about assessment and
documentation
2. This activity helped us to…
• know the purpose of the assessment
• to track learning outcomes
• document students’ progress
• give proper scaffolding to the students

Support Materials

Session-1 Task-1: LOs of Class 1, 2, & 3 - English

Class-1 Class-2 Class-3
Recognizes all the letters based Recognizes all the letters of the Reads aloud with appropriate
on their sounds alphabet in order, on the basis pronunciation and pause.
of their sound, capital and
lowercase
Recites simple rhymes with Sings or recites songs and Recites and enjoys
actions. rhymes with actions. poems/rhymes individually/ in
groups with correct
pronunciation and intonation.
Talks about self or situations Talks about simple day to Talks about celebrations,
or pictures in English. day topics like family, food surroundings, sports,
etc. using English/ home feelings and emotions using
language.

56 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 simple past and present
tense.
Responds to questions Retells / makes a simple Expresses orally her/his
related to stories and poems story with basic elements of opinion/understanding about
using English / home beginning, middle and end. the story and characters in
language. the story, in English/ home
language.
Makes straight/ curve lines Writes 3-4 sentences/ simple
and traces the letters to write Writes three or four lettered paragraphs in English on
them neatly. words independently. personal experiences/events
using verbal or visual clues
using proper punctuation.
Kannada Learning Outcomes of Class 1, 2 & 3
ತರಗತಿ-೧ ತರಗತಿ-೨ ತರಗತಿ-೩
ವಿವಿಧ ಉದ್ದೇಶಗಳಿಗನುಸಾರವಾಗಿ ವಿವಿಧ ಉದ್ದೇಶವನುು ಈಡ್ೇರಿಸಿಕ್ೊಳ್ಳಲು ಅಪ್ರಿಚಿತ ಸನ್ನುವ್ೇಶ, ಸಂಭಾಷಣ್ ಮ್ತುಾ
ತಮ್ಮಭಾಷ್/ಶಾಲ್ಯ ಭಾಷ್ ಯಪ್ರಯೇಗ ತನು ಭಾಷ್ / ಶಾಲ್ಯ ಸಂವಾದಗಳ್ನುು ಅರ್ಥ
ಮಾಡುತ್ಾಾರ್. ಮಾತನಾಡುವರು ಭಾಷ್ಯನುು ಬಳ್ಸಿ ವಯವಹರಿಸುತ್ಾಾರ್. ಮಾಡಿ ಕ್ೊಂಡು ಆಲಿಸಿದ ರಚನ್ಗಳ್ ವಿಷಯವನುು
ಘಟನ್ಗಳ್ು,
ಪಾತರಗಳ್ು ಶಿರ್ೊೇನಾಮೆ ಮ್ುಂತ್ಾದವುಗಳ್ ಬಗ್್ೆ
ಮಾತನಾಡುತ್ಾಾರ್
ಆಲಿಸಿದ ವಿಷಯವಸುಾ (ಕಥ್, ಕವಿತ್್, ಹ್ೇಳ್ುತಿಾರುವ ಮಾತು, ವಿಚಾರ, ಕತ್್, ಕವಿತ್್ ಕತ್್, ಕವಿತ್್ ಮ್ುಂತ್ಾದವುಗಳ್ನುು ಸರಿಯಾದ
ಪಾರಸ)ಗಳ್ನುು ಕುರಿತು ಮಾತನಾಡುತ್ಾಾರ್ ಮ್ುಂತ್ಾದವುಗಳ್ನುು ಉಚಾಾರಣ್ಯಡನ್
ಹಾಗೊ ತಮ್ಮ ಅಭಿಪಾರಯ ನ್ನೇಡುತ್ಾಾರ್. ಗಮ್ನವಿರಿಸಿಕ್ೊಂಡು ಆಲಿಸಿ ತಮ್ಮದ್ೇ ಆದ ಹಾಗೊ ಸೊಕಾವಾದ ಸವರ ಭಾರಗತಿ, ಪ್ರವಾಹ ಮ್ತುಾ
ಪ್ರಶಿುಸುತ್ಾಾರ್. ಪ್ರಶ್ು ಕ್ೇಳ್ುತ್ಾಾರ್ ತನು ಭಾಷ್ಯಲಿಿ ಹ್ೇಳ್ುತ್ಾಾರ್ ಅಭಿನಯದ
ಅನ್ನಸಿಕ್, ಅಭಿಪಾರಯ ಹ್ೇಳ್ುತ್ಾಾರ್. / ಕ್ೇಳ್ುತ್ಾಾರ್. ಆಲಿಸಿದ ಕಥ್, ಮಾತು, ಕವಿತ್್ ಮ್ೊಲಕ ತಿಳಿಸುತ್ಾಾರ್
ಸಂವಾದದಲಿಿ ಪಾಲ್ೊೆಳ್ುಳತ್ಾಾರ್ ಇತ್ಾಯದಿಗಳ್ನುು ಆಲಿಸಿ
ತನುದ್ ಮಾತುಗಳ್ಲಿಿ ಹ್ೇಳ್ುತ್ಾಾರ್.
ಬರ್ದ/ಮ್ುದಿರತ ರೊಪ್ದಲಿಿರುವ ಅಕ್ಷರ, ಶಬದ ಪ್ರಿಚಿತ ಮ್ತುಾ ಅಪ್ರಿಚಿತ ಬರಹಗಳ್ಲಿಿ ವಿವಿಧ ಪ್ರಕಾರದ ರಚನ್ಗಳ್ು/ವಿಷಯ
ಮ್ತುಾ ವಾಕಯಗಳ್ ಅಂಶಗಳ್ನುು ಆಸಕ್ತಾ ತ್್ೊೇರುತ್ಾಾರ್. ಸಾಮ್ಗಿರಗಳ್ನುು (ಸಮಾಚಾರ
ಗುರುತಿಸುತ್ಾಾ ಮ್ುದಿರತ ರೊಪ್ದಲಿಿರುವ ಅವುಗಳ್ ಅರ್ಥವನುುಕಂಡುಹಿಡಿಯುವುದಕ್ೆ ಪ್ತಿರಕ್, ಬಾಲಪ್ತಿರಕ್....ಮ್ುಂತ್ಾದವು) ತಿಳಿದು,
ಅಕ್ಷರ, ಶಬದ ಮ್ತುಾ ವಾಕಯಗಳ್ ಅಂಶಗಳ್ನುು ವಿವಿಧ ಉಪಾಯಗಳ್ನುು ಅನಂತರ ಅವುಗಳ್ನುು
ಗುರುತಿಸುತ್ಾಾರ್ ಕಂಡುಕ್ೊಳ್ುಳತ್ಾಾರ್. ಆಧರಿಸಿ ಪ್ರಶ್ುಕ್ೇಳ್ುತ್ಾಾರ್ ಮ್ತುಾ ತಮ್ಮಅನ್ನಸಿಕ್
ಗಳ್ನುು ವಯಕಾಪ್ಡಿಸುತ್ಾಾರ್.
ಅಕ್ಷರ, ಪ್ದ, ಸರಳ್ವಾಕಯಗಳ್ನುು ಸರಿಯಾದ ಶಾಲ್ಯ ಒಳ್ಗ್್ ಮ್ತುಾ ಹ್ೊರಗ್್ ಸೊಚನಾ ಫಲಕಗಳ್ಲಿಿನ ಸರಳ್ ಸೊಚನ್ಗಳ್ನುು
ಗ್ಾತರ, ಅಂತರದ್ೊ0ದಿಗ್್ ಬರ್ಯುತ್ಾಾರ್ (ಗರಂಥಾಲಯದಿoದ) ತಮ್ಗ್್ ಓದುವುದುಮ್ತುಾ
ಮ್ತುಾ ಓದುತ್ಾಾರ್. ಶಾಲ್ಯ ಒಳ್ಗ್್ ಮ್ತುಾ ಇಷಟವಾದ ಪ್ುಸಾಕಗಳ್ನುು ಸಹಪಾಠಿ/ವಿವಿಧಕ್ೈಬರಹಗಳ್ನುು ಓದಿಗರಹಿಸುತ್ಾಾರ್.
ಹ್ೊರಗ್್ ಇರುವ ಓದುವಮ್ೊಲ್, ಆಯ್ಕೆಮಾಡಿಕ್ೊಂಡು ಓದುವ ಪ್ರಯತು
ಗರಂಥಾಲಯ, ಮ್ುಂತ್ಾದ ಕಡ್ತನಗ್್ ಮಾಡುತ್ಾಾರ್. ತನು ಅಲ್ೊೇಚನ್ಗಳ್ನುು
ಇಷಟವಾದ ಪ್ುಸಾಕಗಳ್ನುು ಗುರುತಿಸಿ, ಆಯುದ, ವಾಕಯ, ಶಬದಗಳ್ ಮ್ೊಲಕ
ಓದುವ ಪ್ರಯತು ನಡ್ಸುತ್ಾಾರ್. ಬರ್ಯುತ್ಾಾರ್.

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Mathematics Learning Outcomes of Class 1, 2 & 3
Class-1 Class-2 Class-3
Works with numbers from 1 to Works with two-digit Works with numbers - reads and
20 – Counts objects using numbers: reads and writes writes numbers up to 999 using
numbers 1 to 9, recites and numerals for numbers up to place value.
writes number names and 99.
counts objects up to 20 (using
grouping into tens and ones)
using concrete objects, pictures
and symbols
Compares numbers up to 20 and Uses place value in writing
applies the same to solve daily and comparing two-digit Compares numbers up to 999 based
life problems. numbers. on their place value.

Observes, extends and creates Identifies and extends Extends patterns in simple shapes
patterns of shapes / objects / simple number patterns. and numbers.
numbers etc. such as 1, 2, 3, 4, 5
... 1, 3, and 5 etc.
Solves day to day life problems Solves daily life situations Solves simple daily life problems
related to addition and based on subtraction of two- using addition and subtraction of
subtraction of numbers up to 9. digit numbers three-digit numbers with or
without regrouping with sum/
difference not exceeding 999.
Classifies objects into groups Identifies 2-D shapes Explains the 2-D and 3-D shapes
based on some physical (square, rectangle, triangle by the number of sides, corners,
attributes like shape, size and and circle) by their names. diagonals, faces, vertex, and edges.
other observable properties
including rolling or sliding.

EVS Learning Outcomes:

Class-1 Class-2 Class-3
Observes and identifies animals, Identifies the different birds and Identifies the birds from
birds and plants in their animals on the basis of movements their sounds, their food
surroundings. - flying, crawling and sounds. habits and dwelling places
Shows interest in games and can Differentiates between indoor and Classifies indoor and
name few games and how they outdoor games. outdoor games.
are played.
Describes the relationship among Describes the relationship
the members of the family. Analyses the roles and importance between the members of
of each family member. three generations and
constructs a simple family
tree.

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 Describes the basic needs for Lists the different sources of food Identifies different
living. and the vessels used for cooking in varieties and sources of
different types of kitchens. food.
Mentions the different structures Explains the need for various Draws sketches of
/ buildings found in the local institutions like school, hospital, immediate surroundings.
environment- example school, bank etc.
home, post office, dispensary,
shops etc.

Learning Outcomes: Class-IV

English Kannada Mathematics EVS
Enacts different ಇನ್ೊುಬಬರು ಆಡುವ ಮಾತುಗಳ್ನುು Applies operations of Lists the uses of flowers
roles in short skits ಧ್ಾಯನ ಪ್ೂವಥಕವಾಗಿ ಆಲಿಸಿ numbers in daily life and fruits in day-to-day
with simple a. Multiplies 2- and life.
dialogues. ಪ್ರತಿಕ್ತರಯಿ ನ್ನೇಡುತ್ಾಾರ್ ಮ್ತುಾ 3-digit numbers
ಪ್ರಶ್ುಗಳ್ನುು ಕ್ೇಳ್ುತ್ಾಾರ್. b. Divides a number
by another
number using
different methods
like –pictorially
(by drawing dots),
equal grouping or
repeated
subtraction and by
using inter-
relationship
between division
and multiplication
c. Creates and solves
simple real-life
situations/
problems
including money,
length, mass and
capacity by using
the four
operations

Reads small texts/ ಆಲಿಸಿದ ಸಾಹಿತಯಗಳ್ ವಿಷಯವಸುಾ, Works with fractions Explains the importance
posters/ charts in ಘಟನ್, ಚಿತರ, ಪಾತರ, ಶಿರ್ೊೇನಾಮೆ a. Identifies half, of water and analyses
English with one-fourth, three- the impact of polluted
comprehension ಮ್ುಂತ್ಾದುವುಗಳ್ ಬಗ್್ೆ fourths of a whole water on health.
ಮಾತನಾಡುತ್ಾಾರ್. ಪ್ರಶ್ುಕ್ೇಳ್ುತ್ಾಾರ್. in a given picture
59 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 ತನು ಅನ್ನಸಿಕ್ಗಳ್ನುು by paper folding
ವಯಕಾಪ್ಡಿಸುತ್ಾಾರ್. ಮ್ತುಾ ತನು and also in a
collection of
ಮಾತಿಗ್್ ತ್ಾಕ್ತಥಕ ಕಾರಣ ನ್ನೇಡುತ್ಾಾರ್. objects.
b. Represents the
fractions as half,
one-fourth and
three-fourths by
using numbers/
numerals
c. Shows the
equivalence of a
fraction with other
fractions

Responds to ಕಥ್, ಕವಿತ್್ ಮ್ತುಾ ಬ್ೇರ್ ವಸುಾ Acquires understanding Distinguishes between
simple ವಿಷಯಗಳ್ನುುತನುದ್ೇ ರಿೇತಿಯಲಿಿ about shapes around humans and animals
instructions, her/him based on shape, size,
announcements in ಮ್ತುಾ ಭಾಷ್ಯಲಿಿ ಹ್ೇಳ್ುತ್ಾಾ ಅದರಲಿಿ a. Identifies the behaviour, and food
English made in ತನುದ್ೇ ಸವಂತದ ಕಥ್, ವಿಷಯಗಳ್ನುು centre, radius and habits.
class/school. ಜ್ೊೇಡಿಸುತ್ಾಾರ್. diameter of the
circle and finds
out shapes that can
be used for tiling
b. Makes cube/
cuboids using the
given nets
c. Shows through
paper folding/
paper cutting, ink
blots, etc. the
concept of
symmetry by
reflection
d. Draws top view,
front view and
side view of
simple objects

Uses the variety of ಭಾಷ್ಯ ಸೊಕ್ಷಮತಗಳ್ನುು Explores the area and Compares the growth
simple nouns, ಗಮ್ನದಲಿಿಟುಟಕ್ೊಂಡು ಭಾಷ್ಯ perimeter
of simple and development of
personal pronouns, geometrical shapes different families with
adjectives and ನ್ನಮಾಥಣ ಮಾಡುತ್ಾಾರ್. ಮ್ತುಾ ಅದರ (triangle, rectangle, the help of a simple
prepositions to ಪ್ರಯೇಗ ಮಾಡುತ್ಾಾರ್. square) in terms of family tree.
make meaningful given shape as a unit.
sentences. For example, the
number of books that
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 can completely fill the
top of a table.
ವಿವಿಧ ಪ್ರಕಾರದ ವಿಷಯ ಸಾಮಾಗಿರ Converts metre into Compares and
Responds centimetre and vice recognizes the
(ಉದಾಹರಣ್: ಸಮಾಚಾರ ಪ್ತಿರಕ್ಯ
verbally/in writing versa relationship and
to questions based ಶಿರ್ೊೇನಾಮೆ, ಬಾಲಪ್ತಿರಕ್ interdependence
on day-to-day life ಮ್ುಂತ್ಾದವು) ಗಳ್ಲಿಿ ಪಾರಕೃತಿಕ, between humans and
experiences. ಸಾಮಾಜಿಕ, ಮ್ತುಾ ಸಂವ್ೇದನಾಶಿಲ animals.
ಅಂಶಗಳ್ನುುತಿಳಿಯುವದರ್ೊಂದಿಗ್್
ಅವುಗಳ್ ಬಗ್್ೆ ಚಚಿಥಸುತ್ಾಾರ್. ಆಲಿಸಿದ
ಮೌಖಿಕ ಸೊಚನ್ಗಳ್ ಸರಣಿಯನುು
ಅರ್ಥ ಮಾಡಿಕ್ೊಂಡು
ಕಾಯಥರೊಪ್ಕ್ೆತರುತ್ಾಾರ್
Uses punctuation ಓದಿದ ವಿಷಯವಸುಾ ಮ್ತುಾ ಮ್ತುಾ Estimates the length of Identifies the method of
marks ತಮ್ಗ್್ ದ್ೈನಂದಿನ ಜಿೇವನದಲಿಿ ಸವತಃ an object/distance honey harvesting and
appropriately in between two locations, lists out its uses.
writing such as ಆದ ಅನುಭವಗಳ್ನುು ಸ್ೇರಿಸಿ weight of various
question mark, ಅವುಗಳಿಂದ ಆದ ಸಂವ್ೇದನಾತಮಕ objects, volume of
comma, full stop ಮ್ತುಾ ವಿಚಾರಗಳ್ನುುಮೌಖಿಕವಾಗಿ/ liquid, etc., and verifies
and capital letters. them by actual
ಲಿಖಿತವಾಗಿ ಅಭಿವಯಕಾಪ್ಡಿಸುತ್ಾಾರ್. measurement
(ಆಡುಭಾಷ್/ಗ್ಾರಂಥಿಕಭಾಷ್)
ವಿವಿಧ ಸಾಹಿತಯಗಳ್ನುು ಪ್ರಸಪರ Solves problem Names toys and
Uses nouns, verbs, involving daily life materials manufactured
ಕ್ೇಳ್ಲು, ಓದಲು ಮ್ತುಾ ಅವುಗಳ್
adjectives, and situations related to by various craftsmen.
prepositions in ಮೆೇಲ್ ಅನ್ನಸಿಕ್ ನ್ನೇಡಲು ಅವಗಳ್ಲಿಿ length, distance,
speech and writing. ತಮ್ಮ ಅಭಿಪಾರಯಗಳ್ನುು ಸ್ೇರಿಸಲು, weight, volume and
ವಿಸಾರಿಸಲು ಮ್ತುಾ ಬ್ೇರ್ ಬ್ೇರ್ time involving four
basic arithmetic
ವಿಧ್ಾನದಲಿಿ ಬರ್ಯುತ್ಾಾರ್. operations
ಪ್ಠ್ಯೇರತ ವಿಷಯ ಸಾಮಾಗಿರಗಳ್ನುು Reads clock time in Identifies the special
Writes a few
(ಉದಾಹರಣ್: ಬಾಲಪ್ತಿರಕ್, hour and minutes and qualities and skills of
words/short expresses the time in family members and
sentences in ಸಮಾಚಾರ ಪ್ತಿರಕ್ಗಳ್ ಶಿೇರ್ಷಥಕ್ a.m. and p.m. friends.
response to poems ,ಮ್ಕೆಳ್ ಸಾಹಿತಯ ಇತ್ಾಯದಿ ) ಓದಿ
and stories or using ತಿಳಿಯುತ್ಾಾರ್ ಮ್ತುಾ ಅವುಗಳ್ ಬಗ್್ೆ
picture clues.
ನ್ನರಗಥಳ್ವಾಗಿ ಮಾತನಾಡುತ್ಾಾರ್.
ವಿವಿಧ ಸಾಹಿತಯ ರಚನ್ಗಳ್ಲಿಿ ಬರುವ Relates to 24 hr clock Identifies the traffic
ಹ್ೊಸ ಶಬಧಗಳ್ನುು ಸಾಂಧಭಿಥಕವಾಗಿ with respect to 12 hr rules and follows them.
clock
ಗರಹಿಸಿ ಅವುಗಳ್ ಅರ್ಥವನುು
ತಿಳಿದುಕ್ೊಳ್ುಳತ್ಾಾರ್.

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 ಓದಿರುವ ಸಾಹಿತಯಗಳ್ ವಿಷಯವಸುಾ, Calculates time Describes local activities
ಘಟನ್ಗಳ್ು, ಚಿತರಗಳ್ು, ಪಾತರಗಳ್ು, intervals/ duration of such as farming and
familiar daily life construction.
ಶಿರ್ೊೇನಾಮೆ ಮ್ುಂತ್ಾದವುಗಳ್ ಬಗ್್ೆ events by using
ಮಾತನಾಡುತ್ಾಾರ್, forward or backward
ಪ್ರಶಿುಸುತ್ಾರ್.ಅಭಿಪಾರಯ counting/ addition and
subtraction.
ನ್ನೇಡುತ್ಾಾರ್, ತಮ್ಮಅಭಿಪಾರಯಗಳಿಗ್್
ತ್ಾಕ್ತಥಕ ಸಮ್ರ್ಥನ್ ನ್ನೇಡುತ್ಾಾರ್.
ಸವರಕೆನುಸಾರವಾಗಿ ಬ್ೇರ್ Identifies the pattern in Compares and
ವಿಷಯಗಳ್ು, ವಯಕ್ತಾಗಳ್ು, ಕಲ್ಗಳ್ು, multiplication and distinguishes observable
division (up to multiple features between
ಮ್ುಂತ್ಾದವು (ಉದಾ: ಗಣಿತ, of 9) animals and plants.
ವಿಜ್ಞಾನ, ಸಾಮಾಜಿಕ ಅಧಯಯನ,
ನೃತಯ, ಕಲ್, ಚಿಕ್ತತ್್ೆ ಮ್ುಂತ್ಾದವು)
ಗಳ್ಲಿಿ ಪ್ರಯೇಗಿಸುವ ಶಬಧಗಳ್ ಬಗ್್ೆ
ಮೆಚುಾಗ್್ ವಯಕಾಪ್ಡಿಸುತ್ಾಾರ್.
ಭಾಷ್ಯ ಸೊಕ್ಷಮತ್್ಗಳ್ ಉದಾ: Observes,
identifies Explains the local
ಶಬಧಗಳ್ ಪ್ುನರಾವತಥನ್, and extends cultures such as the
geometrical patterns festival, fair etc
ಸವಥನಾಮ್. ಲಿಂಗ, ವಿಶ್ೇಷಣ, ಲಿಂಗ, based on symmetry
ವಚನ ಮ್ುಂತ್ಾದವುಗಳ್ ಬಗ್್ೆ
ಗಮ್ನವಿರಿಸಿಕ್ೊಂಡು ಬರ್ಯುತ್ಾಾರ್.
ವಿವಿಧ ಪ್ದಗಳ್ನುು ಮೆಚಿಾ ಬಳ್ಸುತ್ಾಾರ್.
ಭಾಷ್ಯ ಸೊಕ್ಷಮ ಅಂಶಗಳ್ನುು Represents the Appreciates the different
ಉದಾಹರಣ್ಗ್್, ಪ್ದಗಳ್ collected information in culture and food habits
tables and bar graphs of the people of his/her
ಪ್ುನರಾವತಥನ್, ಪ್ದಗಳ್ಅರ್ಥ, and draws inferences state.
ಸವಥನಾಮ್, ವಿಶ್ೇಷಣ, ಲಿಂಗವಾಚಕ, from these.
ವಚನ, ಮ್ುಂತ್ಾದವುಗಳ್ಬಗ್್ೆ ಎಚಾರ
ವಹಿಸುತ್ಾಾ ಬರ್ಯುತ್ಾಾರ್.

ವಿವಿಧ ಪ್ರಿಸಿಿತಿ ಮ್ತುಾ ಉದ್ದೇಶಗಳಿಗ್್

(ಸೊಚನಾಫಲಕದಲಿಿ ಹಾಕುವ
ಸೊಚನ್ಗಳ್ು, ವಸುಾಗಳ್ ಪ್ಟ್ಟಟ, ಕಥ್,
ಪ್ತರ, ಪ್ರಬಂಧ ಮ್ುಂತ್ಾದವು)
ಅನುಸಾರವಾಗಿ ಬರ್ಯುತ್ಾಾರ್.

62 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 THEME 3
Learning Recovery Plan and Activities Based on Learning
Outcomes of Grades 1,2 and 3
Description of the Theme
The Covid 19 pandemic has caused an unprecedented disruption in the lives of students across the
country. Our learning recovery plan is forward-thinking and focuses on each student, the quality
of their learning and their outcomes. This means not only slowing down or looking back at lost
'seat time' stolen by a global pandemic but also removing barriers in teaching learning process. So,
each student can achieve their full potential.
One complete year has elapsed in this manner with almost no or little learning in the current class.
But this is the only one kind of loss in learning. Equally alarming is the widespread of phenomenon
of forgetting of learning by students from the previous class. This regression is in their curricular
learning. This includes losing fundamental abilities such as reading with understanding and
performing addition and multiplication which they had learnt earlier and became proficient in and
which are the basis of further learning. These fundamental abilities are such that their absence will
impact not only learning of more complex abilities but also hamper conceptual understanding
across subjects.

Objectives
By the end of the session, the participants will be able to
• understand the meaning of learning gap and how it can be recovered.
• design activities based on learning gaps of grade 1,2,3

Details of the Sessions

Session1 Session 2
Learning recovery plan- Designing activities based on learning gaps of
understanding and identifying grades 1,2,3
learning gaps.
90 min 90 min

Materials Needed

• English, Kannada, Mathematics and Environmental science Textbooks of class 2,3

and 4.
• Learning Outcomes.
• Chart papers, sketch pens, colour pencils.

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Warm up activity: 10 minutes

The facilitator divides the participants into 2 groups and distributes situation chits to group 1 and
learning outcomes chits to group 2. Group 1and 2 members have to map with learning outcomes
and situations. Then they have to go to their respective subject corners.

The facilitator
1. makes four subject corners before conducting the activity. Cuts participants’ worksheet into
strips before the session. The strips should be organized in matching pairs of learning outcomes
and situation on the worksheet. For example: Child is finding difficulty in reading time. Matches
with Reads time correctly to the hour using a clock. Gives each participant one strip. Repeats
the number of strips, making sure that you give out matching pairs of situations and learning
outcomes.
2. tells participants that have either a learning outcomes or situation stripes of paper. Asks them to
walk around the room saying their situation /learning outcomes to other participants until they find
someone whose strip matches with theirs. When they find their partner, they can move to their
respective subject corner.

Participants’ worksheet

Sl Situation Learning Outcomes Subject

no
1 The child is unable to sing Recites poems/rhymes
rhymes individually individually/ in groups with
correct pronunciation and
intonation
2 The child is unable to write Recognizes all the letters of the
English alphabet properly alphabet in order, based on
in four lined pages. their sound, capital and
lowercase.

3 The child is unable to read Reads aloud with appropriate

the textbook. pronunciation and pause

4 The child is unable to Expresses orally her/ his

narrate the story on its opinion / understanding about
own. the story and characters in the
story, in English or home
language.

5 The child is unable to Writes3-4 sentences/simple English

speak /write verbal and paragraphs in English on
visual clues. personal experiences /events
using verbal or visual clues
using proper punctuations.

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6 ಮ್ಗು ಕಥ್ ಹ್ೇಳ್ುವಾಗ ಕಥ್,ಕವಿತ್್ ಮ್ುಂತ್ಾದವುಗಳ್ನುು
ಉಚಾಾರಣಾ ದ್ೊೇಷವಿದ್. ಸರಿಯಾದ ಉಚಾಾರಣ್ಯಂದಿಗ್್
ಹಾಗೊ ಸೊಕಾವಾದ ಸವರಭಾರಗತಿ,
ಪ್ರವಾಹ ಮ್ತುಾ ಅಭಿನಯದ ಮ್ೊಲಕ
ತಿಳಿಸುತ್ಾಾರ್.
9 ಶಿಕ್ಷಕರು ಹ್ೇಳಿದ ಸೊಚನ್ಗಳ್ನುು ಆಟಗಳ್ನುು ಆಡುವ ಸರಳ್
ತಪಾಪಗಿ ಪಾಲಿಸುತಿಾದಾದನ್. ಚಟುವಟ್ಟಕ್ಗಳ್ನುು ಕಾಯಥ ರೊಪ್ಕ್ೆ
ತರುವ ಬಗ್್ೆ ಮೌಖಿಕ
ಸೊಚನ್ಗಳ್ನುುಅರ್ಥಮಾಡಿಕ್ೊಳ್ುಳ
ತ್ಾಾರ್ ಹಾಗೊ ಗುಂಪಿನಲಿಿ
ಮಾತನಾಡುವಾಗ ಸರದಿಯನುು
ಅನುಸರಿಸುತ್ಾಾರ್.
8 ಮ್ಗು ಬಸ್‌ನ್ನಲಾದಣದಲಿಿನ ಸೊಚನಾ ಫಲಕಗಳ್ಲಿಿನ ಸರಳ್
ಸೊಚನ್ಗಳ್ನುು ತಪಾಪಗಿ ಸೊಚನ್ಗಳ್ನುು ಓದುವುದು ಮ್ತುಾ
ಓದುತಿಾದಾದನ್. ಸಹಪಾಠಿ/ವಿವಿಧ ಕ್ೈಬರಹಗಳ್ನುು
ಓದಿಗರಹಿಸುತ್ಾಾನ್.
9 ಮ್ಗು ಒಂದು ವಾಕಯವನುು ಹಿೇಗ್್ ವಿವಿಧ ಉದ್ದೇಶಗಳಿಗ್ಾಗಿ
ಬರ್ದಿದಾದನ್ ಬರ್ಯುತಿಾರುವ ತಮ್ಮ ಲ್ೇಖನಗಳ್ಲಿಿ
ಅಮ್ಮಇಂದು ಲ್ೇಖನ ಚಿಹ್ುಗಳ್ು
ಚಕುೆಲಿ.ಕ್ೊೇಡುಬಳ್.ಅತಿರಸ, ಉದಾ:ಪ್ೂಣಥವಿರಾಮ್,
ಅವಲಕ್ತೆಯನುುಮಾಡಿರುವಳ್ು. ಅಲಪವಿರಾಮ್, ಪ್ರಶಾುರ್ಥಕಚಿಹ್ುಗಳ್
ಸೊಕಾ ಪ್ರಯೇಗ ಮಾಡುತ್ಾಾರ್.
10 The child is unable to read Works with numbers –reads
the place value of 7 as 70 and writes numbers up to 999
in number 7 89 using place value.
11 The child is unable to Compares numbers up to 999
identify smallest and based on their place value.
largest in given numbers.
12 The child is unable to add Explores different strategies to
Rs.18 and Rs.37. add and subtract small
amounts of money.
13 The child is unable to read Reads time correctly to the
time in a clock hour using a clock.
14 The child is unable to solve Solves simple daily life
daily life problem in problems using addition and
adding or subtracting etc. subtraction of the three-digit
numbers.
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15 The child is unable to Estimates and measures length
measure the length of and distance using standard
given lines. units like centimetres or metres
and identifies relationship
between them.
16 The child is unable to Weighs objects using standard
differentiate 600-gram units- grams and kilograms
carrot and ½ kilograms. using simple balance.
17 The child is unable to Observes and identifies
identify the pictures of animals, birds and plants in
plants. their surroundings.
18 The child is unable to Explains the importance of
understand the use of water water and analyses how water
and wastes it unknowingly, gets polluted.
19 The child fails to identify States the parts of plants and
the parts of plant and its explains the uses in their daily
uses. life.
20 The child teases his Demonstrates sensitivity
differently abled towards aged and differently-
classmates in the class. abled people.
21 The child likes to play Identifies the importance of
games in the mobile phone outdoor games.
rather than outside.

Reflection
Questions for discussion:
• What do you mean by learning loss/gap?
• How can we find the child’s learning gap?
Expected answer:
The facilitator asks one of the participants to read out the support material given.
Task A -20 minutes
Activity 1
The facilitator instructs the participants to read out the case study 1 and 2.
Case Study 1
Smt. Bharathi has been working as a Graduate Primary Teacher in GMHPS Nandikur. She
was appointed as an English teacher at the same time of Covid 19. She came to this profession
with lots of dreams. She wanted to have an innovative class for kids studying in government
school. But the pandemic has made the school shut for students. The students were left at home
with no academic activities. As a passionate teacher she wanted to reach the students on one or
other way. She has decided to take online classes but most of the students come from very low
economic background. Parents were not educated. They were not able to afford to have laptops or
smart phones. Then with the help of SDMC, the school made some arrangements for online classes.
As the parents were uneducated, she found it very difficult to make their children get connected.
And those who have connection had the problem with network.

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 The government had introduced Vidhyagama, a unique program during pandemic. The
students have been asked to come to a nearby temple hall, open veranda to attend the classes.
Though she took all the precaution measures of Covid 19, the students were irregular at the
beginning but gradually they started attending the classes. Unfortunately, most of the students were
out of track. She made different groups of students to the convenience of the students but the
parents hesitate to send their children out.
She faced many challenges as an English teacher. Due to the gap in the curriculum some
of the children were unable to read, write or speak. As the Vidhyagama classes held in the morning,
she used to visit the students’ houses those who weren't attending the classes. She made some
WhatsApp groups and kept sharing the videos of online classes.
After all these, Bharathi thought
• Am I trying hard to make them gain the learning loss?
• How can I reach the students of different levels?
• Do I get the time to teach them all the contents which they have lost during pandemic?

Reflection questions.
1. How did you reach your students during pandemic?
2. What would you do if you are in such a situation again?

Case study 2
Karnataka Government started 1000 English medium sections in the year 2019-20 all over the
state. My school has been also selected for English medium section. Our Head master gave the
responsibility of English medium section on my shoulder. 15 days EMTIP-1 training gave us so
many activities and ideas about English medium section and built confidence in all of us. I faced
many challenges in the class. I tried to make myself as well as students comfortable to the English
language. Finally, we adjusted with English medium section and at the end of the year we
organized ‘English fair' to assess and expose the students’ learning ability. All students and parents
had a smile on their faces. But COVID-19 has dragged the students from the school and not let to
attend the classes.
Our department has started online training experiment for teachers in the month of April 2020.
Then I thought, why shouldn’t I take online classes for my students? So many questions raised in
my mind like: Do all parents have smart phones? Do parents give smart phones to the children?
Do all students attend online classes? I called a parent teacher meet first and requested all the
parents to make the children attend the classes and help them to involve in it. I guided the parents
about technical issues of online classes and they found answers to make the child join the class,
mute and unmute options etc. By the consent of the parents, online classes were started at 7 pm to
8pm. As I was facilitating virtual classes I realized that there was a lot of differences between
online and off line classes. It was a great challenge to drag the attention of students in online
classes. So, to draw their attention I planned many activities like songs, stories, games, etc. As a
result, students’ participation/ involvement enhanced.

67 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Assessment of writing work done through WhatsApp group.
My old students were helping children to attend online class through their smart phones. They
have shared assessment of writing work. On an average of 29 students, 24 students attended daily.
Ms. Meghana a member of Ajim Premji Foundation supported with technical issues and she
recorded the video of online classes and shared it to the WhatsApp group so that it could help the
absentees also.
Students were eager to learn and they learned through activities, competitions like, online
storytelling, TPR activities, dialogues, rhymes etc. We celebrated Independence Day with soldier
and celebrated Professionals’ Day also.
Government announced to start physical classes from the month of October, I was so happy to
meet my students. I gave some activities and worksheets (alternate plan's) to diagnose students’
learning gaps and to understand the levels. And I understood that some students are not learned
completely, some students forgotten what they have learnt, some students were struggling to sit in
the class. So again, it was a challenge to overcome the gap. I reconducted some core activities and
tried to help them recall. I realized that if a small gap is neglected that leads to a huge loss in
upcoming classes.
Working regarding learning recovery is really hectic as I felt. But I was happy to see most of my
students were engaged in learning. I felt it is difficult to achieve all learning outcomes through
online classes. But the hard work yielded positive response; 50% of the learning outcomes were
achieved.
Neela
Assistant Teacher.

Observations

• Differences between two case studies.

Task B: 40 minutes

Activity :2

The facilitator asks the participants to go through the learning outcomes in the hand out 1given in
the modules and identify the learning outcome which are not achieved

68 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Hand out 1
Subject: English
Class 1 If Class 2 If Class 3 If
achieve achieve achieve
d tick d tick d tick
(√) if (√) if (√) if
not tick not tick not tick
( X) ( X) ( X)
[Link] familiar Recognizes all the letters Recites
objects seen in of the alphabet in order, poems/rhymes
pictures, classroom based on their sound, individually/ in
walls and capital and lowercase. groups with correct
surroundings; pronunciation and
associates them intonation
with their words.
[Link] and Sings or recites songs Takes part in role
matches capital and rhymes with actions. plays/ conversation
letters with small practice given in the
letters in text.
print/Braille.
[Link] all Articulates simple Uses simple nouns
the letters based on greetings and pronouns and
their sounds. pleasantries, in English / adjectives in verbal
home language orally and written
and writing. communication.
[Link] straight/ Talks about simple day to Reads aloud with
curve lines and day topics like family, appropriate
traces the letters to food etc. using English/ pronunciation and
write them neatly. home language. pause.
[Link] to Listens and responds to Expresses orally her/
greetings and English words, his opinion /
simple instructions comprehension questions understanding about
in English and uses related to stories and the story and
them in daily life. poems. characters in the
story, in English or
home language.
[Link] Reads and identifies Responds
rhymes with characters, and sequence appropriately to oral
action. of events in a story. messages /
Verbally expresses telephonic
opinions and questions communication.
on the same.

[Link] to Writes three / four- Talks about

questions related to lettered words with celebrations,
stories and poems proper strokes and surroundings, ports,
69 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
using English / spellings e.g., fan, hen, feelings and
home language. cow, bat, girl, etc. and emotions using
reads them. simple past and
simple present
tenses.
[Link] common Writes three or four- Writes3-4
consonants blends lettered words sentences/simple
as "br""fr""sk" and independently. paragraphs in
words based on English on personal
them. experiences /events
using verbal or
visual clues using
proper punctuations.
9. Responds orally Retells/makes a simple Uses vocabulary
and in drawing (in story with basic elements related to subjects
any language of beginning, middle and like mathematics
including sign end. and EVS relevant to
language) to class 3
comprehension
questions related to
stories/poems.
[Link] about self
or situations or
pictures in English.

Reflection
1. How many learning outcomes were achieved?
2. How did you help the children achieve them?

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 Subject: Kannada
Class 1 If Class 2 If Class 3 If
achieved achieved achiev
tick (√) tick (√) if ed tick
if not not tick ( (√) if
tick ( X) X) not
tick (
X)
೧.ವಿವಿಧ ಉದ್ದೇಶಗಳಿಗ್್ ವಿವಿಧ ಉದ್ದೇಶವನುು ಹ್ೇಳ್ುತಿಾರುವ ಕಥ್,
ಅನುಸಾರವಾಗಿ ತಮ್ಮ ಈಡ್ೇರಿಸಿಕ್ೊಳ್ಳಲು ಕರ್ನ, ಕವಿತ್್
ಭಾಷ್ಶಾಲ್ಯ/ಭಾಷ್ಯ ತನು ಭಾಷ್/ಶಾಲ್ಯ ವಿವರಣ್ ಮ್ತುಾ
ಪ್ರಯೇಗಮಾಡುತ್ಾಾರ್ ಭಾಷ್ಯನುು ಬಳ್ಸಿ ಒಗಟುಗಳ್ುಮ್ುಂತ್ಾ
ಮಾತನಾಡುವರು.ಉದಾ: ವಯವಹರಿಸುತ್ಾಾರ್. ದವುಗಳ್ನುು
ಕವಿತ್್,ಕಥ್ ಹ್ೇಳ್ುವುದು ಉದಾಹರಣ್:ತಿಳಿದು ಆಸಕ್ತಾಯಿಂದ ಕ್ೇಳಿ
ತಿಳಿದುಕ್ೊಳ್ಳಲು ಕ್ೊಳ್ಳಲು ಪ್ರಶ್ು ತಿಳಿಯುತ್ಾಾರ್ ಮ್ತುಾ
ಪ್ರಶಿುಸುವುದು ಮ್ತುಾ ಕ್ೇಳ್ಲು ತಮ್ಮದ್ೇ ಆದ ಅರ್ಥಮಾಡಿಕ್ೊಂಡು
ಸವಅನುಭವದ್ೊಂದಿಗ್್ ಅನುಭವಗಳ್ನುು ಪ್ರತಿಕ್ತರಯಿಸುತ್ಾಾರ್.
ಸಂಬಂಧೇಕರಿಸುವುದು. ಹ್ೇಳ್ಲು,ತಕಥಗಳ್ನುು
ಕಲಿಕ್ಗ್್ ಪ್ೂರಕವಾದ ನ್ನೇಡಲು
ಪ್ರಶ್ುಗಳಿಗ್್ ಸರಳ್ ಮ್ುಂತ್ಾದವು. ವಿವಿಧ
ಪ್ದಗಳಿಂದ ಉದ್ದೇಶಗಳಿಗ್ಾಗಿ ತನು
ಉತಾರಿಸುತ್ಾಾರ್. ಭಾಷ್ಯನುು ಮ್ತುಾ
ಶಾಲ್ಯ ಭಾಷ್ಯನುು
ಬಳ್ಸಿಕ್ೊಂಡು
ಮಾತುಕತ್್ಯಾಡುತ್ಾಾ
ರ್ ಉದಾಹರಣ್ಗ್್
ವಿಷಯವನುುಅಥ್ೈಥಸಿ
ಕ್ೊಳ್ಳಲು, ಪ್ರಶ್ು
ಕ್ೇಳ್ಲು, ತನು ಸವಂತ
ಅನುಭವಗಳ್ನುು
ಹ್ೇಳಿಕ್ೊಳ್ಳಲು,
ತಕ್ತಥಸಲು ಇತ್ಾಯದಿ.

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೨.ಆಲಿಸಿದ ವಿಷಯವಸುಾ ಹ್ೇಳ್ುತಿಾರುವಮಾತು, ಕಥ್-ಕವಿತ್್
(ಕಥ್,ಕವಿತ್್,ಪಾರಸ) ಗಳ್ನುು ವಿಚಾರ, ಕಥ್-ಕವಿತ್್ ಮ್ುಂತ್ಾದವು
ಕುರಿತು ಮಾತನಾಡುತ್ಾಾರ್ ಮ್ುಂತ್ಾದವುಗಳ್ನುು ಗಳ್ನುು ಸರಿಯಾದ
ಹಾಗೊ ತಮ್ಮ ಅಭಿಪಾರಯ ಗಮ್ನವಿರಿಸಿಕ್ೊಂಡು ಉಚಾಾರಣ್ಯಡನ್
ನ್ನೇಡುತ್ಾಾರ್/ಪ್ರಶಿುಸುತ್ಾಾರ್. ಆಲಿಸಿ ತಮ್ಮದ್ೇ ಆದ ಹಾಗೊ ಸೊಕಾವಾದ
ಪ್ರಶ್ು ಕ್ೇಳ್ುತ್ಾಾರ್ ತನು ಭಾಷ್ಯಲಿಿ ಸವರಭಾರ,
ಅನ್ನಸಿಕ್, ಅಭಿಪಾರಯ ಹ್ೇಳ್ುತ್ಾಾರ್/ಕ್ೇಳ್ುತ್ಾಾ ಗತಿ,ಪ್ರವಾಹ ಮ್ತುಾ
ಹ್ೇಳ್ುತ್ಾಾರ್. ಸಂವಾದದಲಿಿ ರ್. ಆಲಿಸಿದ ಕಥ್, ಅಭಿನಯದ
ಪಾಲ್ೊೆಳ್ುಳತ್ಾಾರ್ ಮಾತು. ಕವಿತ್್ ಮ್ೊಲಕ
ಇತ್ಾಯದಿಗಳ್ನುು ಆಲಿಸಿ ತಿಳಿಸುತ್ಾಾರ್.
ತನುದ್ೇ ಮಾತುಗಳ್ಲಿಿ
ಹ್ೇಳ್ುತ್ಾಾರ್
೩.ಸಂದಭಥಗಳ್ ಆಲಿಸಿದ, ನ್ೊೇಡಿದ
ಸಹಾಯದಿಂದ ಮಾತು, ವಿಚಾರ,
ಆಸುಪಾಸಿನಲಿಿ ಸಿಗುವ ಕಥ್,ಕವಿತ್್ ವಿಷಯ
ಮ್ುದಿರತ ಸಾಮ್ಗಿರಯ ಅರ್ಥ ವಿಚಾರಗಳ್ ಬಗ್್ೆ
ಮ್ತುಾ ಉದ್ದೇಶಗಳ್ನುು ಮಾತನಾಡುತ್ಾಾರ್
ಊಹ್ ಮಾಡುತ್ಾಾರ್, ಮ್ತುಾ
ಬಿಸ್ೆಟ್, ಚಾಕ್ಿಟೆ ವಮೆೇಥಲ್ ಪ್ರತಿಕ್ತರಯಿಸುತ್ಾಾರ್.
ಮ್ುದಿರಸಿರುವ ಹ್ಸರನುು ತನು ನ್ನಜಜಿೇವನ
ಬಿಸ್ೆಟ್, ಚಾಕ್ಿಟ್ ಎಂದು ಮ್ತುಾ ಸುತಾಮ್ುತಾಲಿನ
ಹ್ೇಳ್ುತ್ಾಾರ್ ಪ್ರಿಸರದ
ಅನುಭವಗಳ್ನುು
ತ್ಾನು ಹ್ೇಳಿದ ಕಥ್,
ಕವಿತ್್ಗಳಿಗ್್, ನ್ೊೇಡಿದ
ಪೇಸಟರ್‌, ಮ್ನವಿ
ಇತ್ಾಯದಿಗಳ್ ಜ್ೊತ್್
ಸಂಬಂಧೇಕರಿಸುತ್ಾಾರ್.
ತಮ್ಮ ನ್ನಜಜಿೇವನದ ಸನ್ನುವ್ೇಶದಲಿಿ
ಮ್ತುಾ ಪ್ರಿಸರ ಸಂಭವಿಸಿದ
ಆಧ್ಾರಿತ ಘಟನ್ಗಳ್ು
ಅನುಭವಗಳ್ನುು ಚಟುವಟ್ಟಕ್ಗಳ್ು

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 ಆಲಿಸುತಿಾರುವ ವಿಷಯ ವಿವಿಧ ಪ್ರಿಸರಗಳ್ಲಿಿ
ಸಾಮಾಗಿರ ಅಂದರ್ ಅನುಭವಿಸಿದ
ಕಥ್-ಕವಿತ್್ ಅನುಭವಗಳ್ ಬಗ್್ೆ
ಜಾಹಿೇರಾತುಗಳ್ ಂದಿ ಹ್ೇಳ್ುತ್ಾಾರ್
ಗ್್ ಸಂಬಂಧಕರಿಸಿ ಮಾತನಾಡುತ್ಾಾರ್
ಮಾತನಾಡಲು ಕ್ೇಳ್ುತ್ಾಾರ್
ಭಾಗಿಯಾಗುತ್ಾಾರ್
ಭಾಷ್ಯಲಿಿ
ಅಂತಗಥತವಾಗಿರುವ
ಧವನ್ನಗಳ್ನುು ಹಿಡಿದು
ಆಟವಾಡಿ ಆನಂದಿಸುತಾ
ತ್ಾನು ಸವತಂತರ
ಪ್ದಗಳ್ನುು
ಸೃರ್ಷಟಸಿಕ್ೊಳ್ುಳತ್ಾಾರ್
ಉದಾಹರಣ್ಗ್್
ಇತ್ಾಯದಿ
ಮ್ುದಿರತ ಅಕ್ಷರ ಭಾಷ್ಯಲಿಿ ಕಥ್-ಕವಿತ್್ ಬ್ೇರ್
ಸಾಮ್ಗಿರಗಳ್ಲಿಿ ಚಿತರಗಳ್ನುು ಅಡಕವಾಗಿರುವ ವಿಷಯ
ಗುರುತಿಸುತ್ಾಾರ್ ಓದುತ್ಾಾರ್ ಶಬದಗಳ್ ಂದಿಗ್್ ಮ್ತುಾ ಸಾಮ್ಗಿರಗಳ್ನುು ಓದಿ
ಮ್ುದಿರತ ಬರವಣಿಗ್್ ಮ್ತುಾ ಪಾರಸಪ್ದಗಳ್ ಮ್ುಖಯ ವಿಷಯವನುು
ಚಿತರಗಳ್ನುು ಗುರುತಿಸುತ್ಾಾರ್ ನ್ನಮಾಥಣ ಗುರುತಿಸಿ
ಉದಾಹರಣ್ ಮಾಡುತ್ಾಾರ್ ತನು ತಿಳಿಸುವುದರ್ೊಂದಿಗ್್
ಗುರುತಿಸುವುದು ಕಲಪನ್ಯಿಂದ ಕಥ್- ತಮ್ಮ ಕಥ್
ಹ್ೇಳ್ುವುದು ಕವಿತ್್ ವಿಚಾರಗಳ್ನುು
ಮ್ುಂತ್ಾದವುಗಳ್ನುು ಸ್ೇರಿಸುತ್ಾಾರ್
ಹ್ೇಳ್ುತ್ಾಾರ್ ಕ್ೇಳಿದದನುು
ಮ್ುಂದುವರಿಸುತ್ಾಾರ್
ಚಿತರಗಳ್ ಸೊಕ್ಷಮಮ್ತುಾ ಕಲಪನಾ ಶಕ್ತಾಯ ವಿವಿಧ ರಿೇತಿಯ
ಪ್ರತಯಕ್ಷ ಅಂಶಗಳ್ ಮೆೇಲ್ ಸಹಾಯದಿಂದ ರಚನ್ಗಳ್ು ವಿಷಯ
ಆಳ್ವಾಗಿ ಅವಲ್ೊೇಕನ ಕಥ್ಕವಿತ್್ಗಳ್ನುು ಸಾಮ್ಗಿರಗಳ್
ಮಾಡುತ್ಾಾರ್ ಚಿತರವಂದರ ಹ್ೇಳ್ುತ್ಾಾರ್ ಸಮಾಚಾರ ಪ್ತಿರಕ್
ಪ್ರತಯಕ್ಷ ವಿಷಯ ಮ್ತುಾ ಹ್ೇಳ್ುತ್ಾಾರ್ ಬಾಲಪ್ತಿರಕ್

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ಸೊಕ್ಷಮ ವಿವರಗಳ್ನುು ಕ್ೇಳ್ುತ್ಾಾರ್ ಮ್ುಂತ್ಾದವುಗಳ್ನುು
ಅವಲ್ೊೇಕ್ತಸುತ್ಾಾರ್ ವಿಸಾರಿಸುತ್ಾಾರ್ ಓದಿ ತಿಳಿದು
ಚಿತರಗಳ್ ಸೊಕ್ಷಮಮ್ತುಾ ಅನಂತರ
ಪ್ರತ್್ಯೇಕ ಅಂಶಗಳ್ ಬಗ್್ೆ ಅವುಗಳ್ನುು ಆಧರಿಸಿ
ವಿವರವಾದ ಪ್ರಶಿುಸುತ್ಾಾರ್ ತಮ್ಮ
ಅವಲ್ೊೇಕನ ಅನ್ನಸಿಕ್ ನ್ನೇಡುತ್ಾಾರ್
ನಡ್ಸುತ್ಾಾರ್ ಶಿಕ್ಷಕರು ಮ್ತುಾ
ತಮ್ಮ
ಸಹಪಾಠಿಗಳ್ ಂದಿ
ಗ್್ ಚಚಿಥಸುತ್ಾಾರ್
ಕ್ೇಳಿದ ಪ್ರಶ್ುಗಳಿಗ್್
ಉತಾರ ಮೌಖಿಕ
ಲಿಖಿತವಾಗಿ
ನ್ನೇಡುತ್ಾಾರ್
ಚಿತರವಂದರಲಿಿ ಅರ್ವಾ ಚಿತರವಂದರಲಿಿ ವಿವಿಧ ರಚನ್ಗಳ್ಲಿಿ
ಅನುಕರಮ್ವಾಗಿ ಜ್ೊೇಡಿಸಿದ ಅನುಕರಮ್ವಾಗಿ ಬಂದಿರುವ
ಸರಣಿ ಚಿತರಗಳ್ಲಿಿ ಜ್ೊೇಡಿಸಿದ ಬ್ೇರ್ ಹ್ೊಸಪ್ದಗಳ್
ಚಿತಿರಸಲಪಟಟ ಬ್ೇರ್ ಬ್ೇರ್ ಬ್ೇರ್ ಘಟನ್ ಅರ್ಥವನುು
ಘಟನ್ ಚಟುವಟ್ಟಕ್ ಪಾತರಗಳ್ ಸಂದಭಥ ಸಾಂದಭಿಥಕವಾಗಿ
ಸನ್ನುವ್ೇಶ ಅರ್ವಾ ಕಥ್ ಇವುಗಳ್ನುು ಅಥ್ೈಥಸಿಕ್ೊಂಡು
ಪಾತರಗಳ್ನುು ಒಂದು ಕಥ್ ನ್ೊೇಡಿ ಗರಹಿಸುತ್ಾಾರ್ ಅವುಗಳ್ ಅರ್ಥವನುು
ಇಲಿವ್ೇ ನ್ನರೊಪ್ಣ್ಯಲಿಿ ಮ್ತುಾ ನ್ನಶಾಯಿಸುತ್ಾಾರ್
ನ್ೊೇಡಿಕ್ೊಳ್ುಳತ್ಾಾರ್ ಮೆಚಿಾಕ್ೊಳ್ುಳತ್ಾಾರ್
ಆಸುಪಾಸಿನಲಿಿ ತನು ಪ್ರಿಚಿತ ಮ್ತುಾ ವಿವಿಧ ಪ್ರಕಾರದ
ಕ್ೈಗ್್ಸಿಗುವ ತನಗ್್ ಅಪ್ರಿಚಿತ ಬರಹಗಳ್ಲಿಿ ಕಥ್ ಕವಿತ್್ಗಳ್ಲಿಿ
ಕಾಣಸಿಗುವ ಮ್ುದಿರತ ಆಸಕ್ತಾತ್್ೊೇರುತ್ಾಾರ್ ಭಾಷಾ ಗ್ಾಂಭಿೇಯಥ
ಅಕ್ಷರಗಳ್ನುು ಅವುಗಳ್ ಅರ್ಥವನುು ಉದಾಹರಣ್ಗ್್
ಸಾಂದಭಿಥಕವಾಗಿ ಊಹಿಸಿ ಕಂಡು ಹಿಡಿಯುವುದಕ್ೆ ಹ್ೊಸ ಪ್ದಗಳ್ು
ಅದರ ಅರ್ಥ ಮ್ತುಾ ವಿಧಸುವುದು ಶಬದಗಳ್
ಉದ್ದೇಶಗಳ್ನುು ಕರಿಸುವುದು ಪ್ುನರಾವತಥನ್
ಅಂದಾಜಿಸುತ್ಾಾರ್ ಶಬದಗಳ್ನುು ವಿರುದಾಧರ್ಥ
ಉದಾಹರಣ್ಗ್್ ಕವರಿನ ಗುರುತಿಸುವುದು ತನು ಸಮಾನಾರ್ಥಕವಚ

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ಮೆೇಲ್ ಬರ್ದಿರುವ ಹ್ಸರು ಪ್ೂವಾಥನುಭವ ಮ್ತುಾ ನಗಳ್ು ನಾಮ್ಪ್ದ
ಚಾಕ್ಿಟ್ ಇತ್ಾಯದಿ ನ್ನಪಿನ ಸವಥನಾಮ್ ವಿಭಿನು
ಸಹಾಯದಿಂದ ಲ್ೇಖನ ಚಿಹ್ುಗಳ್ು
ಅರ್ಥವನುು ಗುರುತಿಸಿ
ಊಹಿಸುವುದು ಉಪ್ಯೇಗಿಸುತ್ಾಾರ್
ಇತ್ಾಯದಿ ಮಾಡುತಾದ್
ಬರ್ದ ಮ್ುದಿರತ ರೊಪ್ದಲಿಿ ಚಿತರದಲಿಿ ಅರ್ವಾ ವಿವಿಧ ಪ್ರಕಾರದ
ಇರುವ ಅಕ್ಷರ ಶಬದ ಮ್ತುಾ ಕರಮ್ವಾಗಿ ಜ್ೊೇಡಿಸಿದ ರಚನ್ಗಳ್ು ವಿಷಯ
ವಾಕಯಗಳ್ ಅಂಶಗಳ್ನುು ಚಿತರಗಳ್ಲಿಿ ಸಾಮ್ಗಿರಗಳ್ನುು
ಗುರುತಿಸುತ್ಾಾ ಸಂಭವಿಸಿರುವ ವಿವಿಧ ಸಮಾಚಾರ ಪ್ತಿರಕ್
ರೊಪ್ದಲಿಿರುವ ಅಕ್ಷರ ಶಬದ ಘಟನ್ಗಳ್ು ಬಾಲಪ್ತಿರಕ್
ಮ್ತುಾ ವಾಕಯಗಳ್ ಚಟುವಟ್ಟಕ್ಗಳ್ು ಮ್ತುಾ ಮ್ುಂತ್ಾದವುಗಳ್ು
ಅಂಶಗಳ್ನುು ಪಾತರಗಳ್ನುು ಒಂದ್ೇ ತಿಳಿದು ನಂತರ
ಗುರುತಿಸುತ್ಾಾರ್ ಸೊತರದಲಿಿ ಅವುಗಳ್ನುು ಆಧರಿಸಿ
ಉದಾಹರಣ್ಗ್್ ಹ್ಸರು ಅವಲ್ೊೇಕ್ತಸಿ ಪ್ರಶ್ು ಕ್ೇಳ್ುತ್ಾಾರ್
ಎಂದಿರುವಲಿಿ ಎಂಬ ಪ್ದ ತಿಳಿಯುತ್ಾಾರ್ ಮ್ತುಾ ಮ್ತುಾ ತಮ್ಮ
ಅರ್ವಾ ಎಂಬ ಪ್ರಶಂಸಿಸುತ್ಾಾರ್ ಅನ್ನಸಿಕ್ಗಳ್ನುು
ಅಕ್ಷರವನುುಗುರುತಿಸುವ ಅರ್ವಾ ಅಕ್ಷರ ಶಬದ ವಯಕಾಪ್ಡಿಸುತ್ಾಾರ್
ವಾಕಯಭಾಗಗಳ್ ತರಗತಿಯಲಿಿ
ಸವರೊಪ್ವನುು ನಡ್ಯುವ
ಗರಹಿಸುತ್ಾಾರ್ ಸಂವಾದದಲಿಿ
ಉದಾಹರಣ್ಗ್್ ನನು ಭಾಗವಹಿಸಿ
ಹ್ಸರು ಎಂಬ ಚಚಿಥಸುತ್ಾಾರ್
ವಾಕಯದಲಿಿ ಎಷುಟ
ಅಕ್ಷರಗಳಿವ್ ಪ್ದಗಳಿವ್
ಅರ್ವಾ ಯಾವ ಯಾವ
ಪ್ದಗಳಿವ್
ಪ್ರಿಚಯವಿರುವ ಮ್ತುಾ ವಿರಳ್ವಾಗಿ ಶಿಕ್ಷಕರಿಂದ
ಇಲಿದಿರುವ ಬರಹಗಳ್ನುು ಉಪ್ಯೇಗಿಸುವ ನ್ನಶಾಯಿಸಿದ
ಕಂಡಾಗ ಉದಾಹರಣ್ಗ್್ ಅಕ್ಷರ ಗುಣಿತ್ಾಕ್ಷರ ಘಟನ್ಗಳ್ಲಿಿ
ಬಿಸಿಯೊಟದ ಹ್ಸರು ಮ್ತುಾ ಬಂದಿರುವ ಬಗ್್ೆ
ಶಾಲ್ಯ ಹ್ಸರು ಸಂಯುಕಾಾಕ್ಷರಗಳ್ನುು ಎಚಾರಿಕ್ವಹಿಸಿಲ್ೇಖ

75 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
ತರಗತಿಯಲಿಿ ತೊಗುಹಾಕ್ತದ ಗುರುತಿಸಿ ಓದುತ್ಾಾರ್ ನ ಬರ್ಯುತ್ಾಾರ್
ಸೊಚನ್ಗಳ್ು ಇತ್ಾಯದಿಗಳ್ಲಿಿ ಬರ್ಯುತ್ಾಾರ್ ಅಕ್ಷರ ವಿವಿಧ
ಆಸಕ್ತಾ ತ್್ೊೇರುತ್ಾಾರ್ ಧವನ್ನ ಸಂಬಂಧಕರಿಸಿ ಉದ್ದೇಶಗಳಿಗ್ಾಗಿ
ಅವುಗಳ್ ಬಗ್್ೆ ಪ್ರಯೇಗ ಮಾಡಲು ಬರ್ಯುತಿಾರುವ
ಮಾತನಾಡುತ್ಾಾರ್ ಮ್ತುಾ ಪ್ರಯತಿುಸುತ್ಾಾರ್ ಲ್ೇಖನಗಳ್ಲಿಿ
ಅದರ ಅರ್ಥ ಇರಬಹುದು ಅಕ್ಷರಮಾಲ್ಯ ಶಬದಗಳ್ ಆಯ್ಕೆ
ಎಂಬುದನುು ಅಕ್ಷರಗಳ್ನುು ಮ್ತುಾ ವಾಕಯರಚನ್ ತಮ್ಮ
ತಿಳಿದುಕ್ೊಳ್ುಳವ ನ್ನಟ್ಟಟನಲಿಿ ಅವುಗಳ್ ಧವನ್ನಗಳ್ನುು ಲ್ೇಖನದ
ಸೊಚನ್ಗಳ್ ಮ್ತುಾ ಗುರುತಿಸುತ್ಾಾರ್ ಸವರೊಪ್ಗಳ್ನುು
ತಂತರಗಳ್ ಮೊರ್ ಉದಾಹರಣ್ಗ್್
ಹ್ೊೇಗುತಾದ್. ಉದಾಹರಣ್ಗ್್ ಮಿತರನ್ನಗ್್ ಪ್ತರ
ಚಿತರ ಮ್ತುಾ ಪ್ಠ್ಯವನುು ಬರ್ಯುವುದು
ಜ್ೊೇಡಿಸಿಕ್ೊಳ್ುಳವುದು ಅಕ್ಷರ ಪ್ತಿರಕಾ
ಮ್ತುಾ ಧವನ್ನಯ ಸಂಪಾದಕರಿಗ್್ ಪ್ತರ
ಸಂಬಂಧವನುು ಪ್ರಯೇಗಿಸಿ ಬರ್ಯುವುದು
ನ್ೊೇಡುವುದು ಶಬದಗಳ್ನುು ಆಧರಿಸಿ
ಗುರುತಿಸುವುದು ಪ್ೂವಥ ನ್ನಣಥಯದ್ೊಂದಿಗ್್
ಅನುಭವದಿಂದ ಬರ್ಯುತ್ಾಾರ್
ಊಹಿಸುವುದು ಇತ್ಾಯದಿ
ವಣಥಮಾಲ್ಯ ಅಕ್ಷರಗಳ್
ಆಕಾರ ಮ್ತುಾ ಧವನ್ನಯನುು
ಗುರುತಿಸಿ ಓದುತ್ಾಾರ�
ಶಾಲ್ಯ ಒಳ್ಗ್್ ಮ್ತುಾ
ಹ್ೊರಗ್್ಇರುವ ಓದುವ
ಮ್ೊಲಕ ಗರಂಥಾಲಯ
ಮ್ುಂತ್ಾದಕಡ್
ತನಗಿಷಟವಾದ ಗುರುತಿಸಿ
ಓದುವ ಪ್ರಯತು
ನಡ್ಸುತ್ಾಾರ್ ಶಾಲ್ಯ
ಒಳ್ಗ್್ ಮ್ತುಾ ಹ್ೊರಗ್್
ಗರಂಥಾಲಯದಿಂದ ತಮ್ಗ್್
ಇಷಟವಾದ ಪ್ುಸಾಕಗಳ್ನುು

76 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
ಆಯ್ಕೆ ಮಾಡಿಕ್ೊಂಡು
ಓದುವ
ಪ್ರಯತುಮಾಡುತ್ಾಾರ್
ಅಪ್ರಿಚಿತ
ಪ್ದಗಳ್ನುು
ಆಲಿಸುವ ಹಾಗೊ
ಅಥ್ೈಥಸಿಕ್ೊಳ್ುಳವ
ಬರ್ಯುವ
ಪ್ರಯೇಗಿಸುವ
ಅವಕಾಶ
ನ್ನೇಡುವುದು
ಸಂಪ್ೂಣಥ 3000
ಪ್ದಗಳ್ನುು
ವಹಿಸಲು ಅವಕಾಶ
ಕಲಿಪಸುವುದು
ಸಂಪ್ೂಣಥ 3000
ಪ್ದಗಳ್ನುು
ಓದಿಗರಹಿಸಲು ವಿವಿಧ
ಅವಕಾಶ
ಕಲಿಪಸುವುದು
ಭಾಷಾಭಾಯಸ ಬಳ್ಕ್
ಶಿಕ್ಷಕರ ಸಹಾಯ
ಸಹಪಾಠಿಗಳ್
ಸಮ್ುದಾಯದ
ಸಹಾಯ ಸಮ್ೊಹ
ಮಾಧಯಮ್ಗಳ್ ಬಳ್ಕ್
ಇತ್ಾಯದಿಗಳಿಂದ
ಗರಹಿಸುವುದು

77 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Subject: Mathematics
Class 1 If Class 2 If Class 3 If
achieved achieve achieved
tick (√) d tick tick (√) if
if not (√) if not tick (
tick ( X) not tick X)
( X)
[Link] position of Works with two- Acquires
objects such as top, digit numbers: understanding of
bottom, Subject: EVS reads and writes 2-D and 3-D
under, inside, and numerals for shapes.
outside, near and far. numbers up to
99.

[Link] objects into Uses place value Works with

groups based on some in writing and numbers - reads
physical attributes like comparing two- and writes
shape, size and other digit numbers. numbers up to 999
observable properties using place value.
including rolling or
sliding.
[Link] with numbers Forms the Compares
from 1 to 20 – Counts greatest and numbers up to 999
objects using numbers smallest two- based on their
1 to 9, recites and digit numbers place value.
writes number names using given
and counts objects up to digits.
20 (using grouping into
tens and ones) using
concrete objects,
pictures and symbols.
[Link] numbers Estimates the Estimates sum and
up to 20 and applies the sum and difference between
same to solve daily life difference of two numbers not
problems. two-digit exceeding 999.
numbers.

[Link] addition Solves simple Estimates and

facts up to 9. Subtracts daily life measures length
numbers using 1 to 9. problems using and distance using
the addition of standard units like
two-digit centimetres or
numbers. metres and
identifies
relationships
between them.

78 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
[Link] day to day life Solves daily life Identifies and
problems related to situations based makes 2-D and 3-
addition and subtraction on subtraction of D shapes by paper
of numbers up to 9. two-digit folding, paper
numbers. cutting on the dot
grid, using straight
lines.
[Link] addition and Demonstrates Explains the 2-D
subtraction of numbers intuitive ideas of and 3-D shapes by
from 1 to 20 in solving multiplication the number of
day to day life through repeated sides, corners,
problems. addition. diagonals, faces,
vertex, and edges.

[Link] objects (using Demonstrates Fills a given area

tens and ones) and intuitive ideas of with tiles leaving
writes numbers up to division through no gaps.
99. equal sharing.
[Link] the Represents an Solves simple
physical features of amount up to daily life problems
various solid shapes in Rupees 100 using addition and
his/her own language using 3-4 notes subtraction of
for example a ball rolls, and coins of three-digit
a box slides. same and numbers with or
different without
denominations. regrouping with
sum/ difference
not exceeding 999.
[Link] and Distinguishes Frames problems
measures short lengths basic 3-D and 2- based on addition
using non-uniform units D shapes with and subtraction.
like a finger, hand span, their observable
length of a fore arm, characteristics.
foot-steps etc.
[Link] between Identifies basic Uses calendar to
heavy and light objects. 3-D shapes such solve problems
as cuboids, regarding dates
cylinder, cone and months.
and sphere by
their names.
[Link] the Traces 2-D Reads time
currency notes and outlines of 3-D correctly to the
coins that are used in shapes. hour using a clock.
our country and arrives
at the given amount
with different

79 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
combinations of coins
and notes.
[Link] Identifies 2-D Weighs objects
between events shapes (square, using standard
occurring in time using rectangle, units- grams and
terms such as earlier triangle and kilograms using
and later. circle) by their simple balance.
names.
[Link] the Distinguishes Adds and subtracts
sequence of events in a between straight measures
day, gets familiar with and curved lines. involving grams &
days of the week and kilograms in life
months of the year. situation.

[Link], extends Draws/represent Constructs and

and creates patterns of s straight and uses the
shapes / objects / curved lines in multiplication
numbers etc. such as 1, various facts (tables) of
2, 3, 4, 5 ... 1, 3, and 5 orientations. 2,3,4,5 and 10 in
etc. their daily life
situations.
[Link] records Estimates and Analyses and
(using measures applies an
pictures/numerals) and length/distances appropriate
interprets simple and capacities of number operation
information by looking containers using in the
at visuals (for example uniform situation/context.
in a picture of garden). nonstandard
units like a
rod/pencil, cup/
Spoon/bucket
etc.
[Link] the Compares Extends patterns in
concept of zero. objects as simple shapes and
heavier/lighter numbers.
using simple
balance.
Solves Compares the
contextual capacity of
problems related different
to days of weeks containers in terms
and months of of non-standard
the year. units.

Sequences the Explains the

events according meaning of
to their duration division of facts
80 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 in terms of by equal
hours/days, for grouping/sharing
example, does a and finds it by
child remain in repeated
school for a subtraction.
longer period
than at home?
Draws Records data using
inferences on tally marks
simple data pictograms using
collected. appropriate scales
and draws
conclusions.
Solves problems Explores different
based on strategies to add
currency notes and subtract small
up to 100/coins amounts of
and performs money.
addition and
subtraction
operations.

Identifies and Makes rate charts

extends simple and bills using the
number patterns. operations of
addition and
subtraction.

81 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Subject: EVS

Class 1 If Class 2 If Class 3 If

achiev achieve
ed d tick
achiev
tick (√) if ed tick
(√) if not tick (√) if
not ( X) not
tick (
X)
tick (
X)
[Link] Analyses the roles and Describes things in the
the importance of each environment: plants,
relationship family member. animals, birds, shape, size
among the and habitat of various
members of animals.
the family.

[Link] the Describes the different Identifies the birds from

need for festivals and functions their sounds, their food
cooperation celebrated in a family. habits and dwelling places.
between the
members of
the family.
[Link] Demonstrates Sorts objects, birds,
and identifies sensitivity towards animals, plants according
animals, birds aged and differently- to their similarities and
and plants in abled people. differences.
their
surroundings.

[Link] the Differentiates between Identifies different

food habits of indoor and outdoor varieties and sources of
different games. food.
animals.

[Link] Identifies the different Analyses change and

interest in birds and animals continuity in methods used
games and can based on movements - to preserve food- grains
name few flying, crawling and over time.
games and sounds.
how they are
played.
[Link] the States the parts of a Categorizes different types
importance of plant and explains its of cooking materials and
uses in our daily life fuels used for cooking.

82 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
water in their
daily lives.
[Link] the Lists the different Lists different types of
various sources of food and the house/shelters and
sources of vessels used for materials used to construct
water. cooking in different them.
types of kitchens.
[Link] Observes and lists the Expresses opinion
the basic different sources of regarding different issues
needs for water. such as good and bad
living. touch.
[Link] Explains the Identifies the different
and lists importance of water modes of transport- long-
modes of local and analyses how water distance and newer ways of
transport and gets polluted. travelling.
communicatio
n.

[Link] Explains the need to Describes the relationship

different parts segregate waste. between the members of
of the body three generations and
and states their constructs a simple family
functions. tree.
[Link] Identifies the different Observes the similarities of
es between the modes of transport. hereditary features among
sun, moon and the family members.
stars.
12. Mentions Identifies the Shows sensitivity towards
the different importance of public plants, animals and fellow
structures / properties and their human beings.
buildings services.
found in the
local
environment-
example
school, home,
post office,
dispensary,
shops etc.

Explains the need for Shows sensitivity towards

various institutions like plants, animals and fellow
school, hospital, bank human beings.
etc.

83 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Describes the physical Shows sensitivity towards
features of sun, moon plants, animals and fellow
and stars. human beings.
Identifies the physical Analyses how human
features of their local beings started making
area. things like pots, wheels to
fulfil their basic needs.

Draws sketches of
immediate surroundings.
Identify and describes
directions of locations.

Task B: 20 minutes
Group Activity: 2
The facilitator asks the participants to work in four groups. Each group select any 2-3 learning
outcomes from the respective subject which are not achieved and discuss in group for the
solutions.
Note: Pedagogical Process should be toy based/ art integrated / sport integrated/ play way
method.
Sl. No Subject Learning Outcomes Solution
Activity Pedagogical
Process
Group English
1
Group Kannada
2
Group Mathematics
3
Group EVS
4

The facilitator sums up the session by addressing learning recovery plan and strategies as
indicated in the support material.

Additional Resource

Any text / resource material / link of useful content for teachers’ reference
Additional activities for classroom use / to enhance language proficiency of teachers

84 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Session 2: Designing activities based on learning gaps of Grade
1,2 and 3
Objectives
By the end of the session, the participants will be able to
• understand the importance of designing different activities, and
• prepare some useful activities to overcome the learning gaps.

Warm-Up

Task 1: The facilitator discusses one activity from the learning recovery plan.
● Activity name: Longer and Shorter.
● Learning outcome: Estimates and measures length and distance using standard units
like centimetres (centimetres or metres) and identifies relationships between them.
● Indicator: Measures length of given the objects.
● Materials required: a scale, a rope or thread, some pencils of different lengths,
● Procedure:
Step: 1
The teacher shows some objects which are different in length like, pencils, ropes,
leaves, threads, and asks questions by showing them. (Level 1)
1)Which pencil is longer? Which is shorter?
2) Which rope is shorter? Which is longer?
3) Which stick is longer and which is shorter?
Step: 2
By showing 3 same objects difference in length, (Level 2)
1)Which pencil is the longest? Which is the shortest?
2)Which rope is the longest and which is the shortest?
3)How do you say this is the shortest? / longest?

Step: 3 (level 3)

The teacher provides some different objects and asks to measure the things.
How do you measure the things?
-By using scale.

Step: 4 (Levels 3&4)

The teacher introduces the scale measurements. She/he uses scale and shows how to measure
the length of objects. She / he calls children to measure the length of given objects and writes on
the black board like 2 centimetres, 4cms, 5.3centimetres, etc.… and instructs the children to note
them down in their note books. Later, the teacher introduces tools and techniques to measure
curved objects by using thread.
85 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Step: 5 (level 3)

86 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
The teacher makes 5 or 6 groups and gives some objects and lets students to measure and write
them on their note books. Students sits in their groups and measure them and write them.

87 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Step: 6
The teacher writes the following questions on black board and instructs students to complete the
following tasks individually. (Level 4)
● Draw any two shorter and longer things which you have seen around you and write its
length in centimeter.
Example: picture of 2 trees/ spoons/
● Draw lines of length: 4cms, 6.5cms, 8cms.
The teacher instructs the students to assess their work with their peer/friend by interchanging
notebooks.

Perspective:
The facilitator introduces an activity to obtain certain skills.
The activity must have
• specification of any one particular learning outcome.
• a mention in what way will it help the child gain that particular skill? How will it help the
child to overcome the drawbacks in learning?
• to be integrated with English, Maths and EVS.
• necessary pedagogical processes: should be toy based/ art integrated / sport integrated/
play way method.
• to be graded.

PEDAGOGY: 30 minutes
Task 2: Designing an activity

Activity: Group work on the textbook (Integrating language, Maths and EVS)
Step 1: The facilitator asks the participants to make four different groups.
Step 2: The facilitator asks each group to select any one unit in English, EVS and Maths and design
an activity based on learning outcome.
Step 3: Demonstrate it by preparing TLM related to it.

TLM & Integration

Additional Resource
Support material 1
School closure due to the COVID-19 pandemic has led to complete disconnect from education for the
vast majority of children or inadequate alternatives like community-based classes or poor alternatives
in the form of online education, including mobile phone-based learning.
One complete academic year has elapsed in this manner, with almost no or little curricular learning
in the current class. But this is only one kind of loss of learning. Equally alarming is the widespread
phenomenon of ‘forgetting’ by students of learning from the previous class–this is regression in their
curricular learning. This includes losing foundational abilities such as reading with understanding and

88 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
performing addition and multiplication, which they had learnt earlier and become proficient in, and
which are the basis of further learning. These foundational abilities are such that their absence will
impact not only learning of more complex abilities but also conceptual understanding across subjects.
Thus, this overall loss of learning–loss (regression or forgetting) of what children had learnt in the
previous class as well as what they did not get an opportunity to learn in the present class–is going
to lead to a cumulative loss over the years, impacting not only the academic performance of children
in their school years but also their adult lives. To ensure that this does not happen, multiple strategies
must be adopted with rigorous implementation to compensate for this over all loss of learning when
schools reopen.
This study, undertaken in January2021, reveals the extent and nature of the ‘forgetting / regression’ kind
of learning loss (i.e., what was learnt earlier but has now been lost) among children in public schools
across primary classes because of school closure during the COVID-19 pandemic. The study covered
16,067 children in 1,137 public schools in 44 districts across 5 states. It focused on the assessment of
four specific abilities e a c h in language and mathematics, across classes 2-6. These four specific
abilities
For each grade were chosen because these are among the abilities for all subsequent learning–across
subjects–and so the loss of any one of these would have very serious consequences on all further
learning.
An assessment of the learning levels of children when schools closed as well of their current status were
necessary to understand any such regression. The former was best done through teachers who have been
deeply engaged with their learners, and thus had a reliable assessment of children’s abilities, when
schools closed in March 2020. Therefore, this baseline assessment of children’s learning levels, i.e.
where they were assessed on specific abilities in language and mathematics when schools closed, was
done based on a comprehensive analysis by the relevant teachers, aided by appropriate assessment tools.
All abilities associated with the previous class were not assessed; a few abilities critical for further
learning were carefully identified and assessed. These are referred to as specific abilities in the
document. ‘End-line’ was the assessment of the same children’s proficiency on these very same abilities
in January 2021, which was done byadministering oral and written tests.

Support material 2
● Activity name: Mugs and Jugs
● Learning outcome: Compares the capacity of different containers in terms of nonstandard
units.
● Indicator: Compares the capacity of different containers.
89 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 ● Materials required: Jugs and mugs, bottles of 250ml, 500ml, 1000ml, different vessels like
small bucket, jug, small tub and water.
● Step 1: Juice making activity.(Level 1)

Class 2 Page no:67

● Step 2:
The teacher asks some questions related to the juice making activity. (Level2)
# Class 2 page no: 67 & 68.
● Step 3:
The teacher narrates a story of 'Wedding in Bunny's family'. and asks questions. (Level 3)
● Step 4:
The teacher introduces the liquid measuring units with the help of some empty bottles and writes
on the black board.(level 4)
# 250milli litre (ml) = ¼ litre (litre)
# 500ml = ½ litre
# 1000ml =1litre
# 2 litres= 2000millilitres(ml)
# 3ltr = 3000ml
Then the teacher takes the students out of the class and helps them measure liquid practically.
He/she fills 1 litre bottle with water and shares it to the bottles of 250ml..So 250ml=¼ litre. Like
that, 250ml+250ml=500ml=½ litre. She/he makes the students practice in groups.
Step 5 :
And now it is a game time. Come let's play together.
The teacher divides the students into 2 groups, and provides 2 buckets, a mug and some bottles
of different sizes to each group. The teacher gives the following tasks to both groups.
Task 1: Pour 500ml+500ml of water in to the bucket/container.
Task 2: Pour 1000ml+250ml of water in to the bucket/container.
Task 3: Pour 3 mugs of water in to the container.
Task 4: Pour 5 litres of water in to container.

● Step 6 :
The teacher divides students into 4 groups and distributes a worksheet to each group and asks
them to complete and present to the whole class.

❖ Activity name: Let’s Talk

❖ Level:3
❖ Learning Outcome:
Make simple sentences and speak.

90 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 ❖ Learning Point (Indicator):
Construct simple and meaningful sentences.

❖ Materials required:
[Link]

❖ Time: 80 min

❖ Type of Activity: Individual activity

❖ Procedure:
Step 1:
The teacher plays the video of ‘The Little Fir Tree’.
The students enjoy listening to the story and identify the characters in the story.
Step 2:
The teacher asks students the following questions
• Who was the magician?
• Where did the magician take shelter while it was raining?
• Was the tree happy with the golden leaves? If yes, how? If not, why?
• What type of leaves does it wish to have at the end? Why?

The teacher encourages the students to answer individually.

Step 3: The teacher asks the students to narrate the story and helps them to construct
simple sentences to speak.
Step 4: The teacher encourages the students to enact the story.
Reflection

❖ Activity name: Sequence the story

❖ Level: 2
❖ Learning Outcome: Identifies the characters and sequence the events in a story.
Verbally expresses the opinion and questions on the same.
❖ Learning Point (Indicator): Narrates the story orally.
❖ Materials required: a cardboard, Pictures of the story, some glue and some sketch pens.
❖ Time: 80 min
❖ Type of Activity- Group /Pair/Individual:

❖ Procedure:
Step 1: The teacher narrates the story of ‘The Wind and the Sun’ and asks the students to
listen attentively.
91 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Step 2: The teacher asks the following questions related to the story. The teacher
encourages the students to answer orally.
• What did the wind do to get the man’s coat off?
• What did the sun do?
• Who won at the end?

Step 3:The teacher collects the enlarged pictures of the story and paste them on four
different card boards. The teacher asks the students to identify the characters in the pictures.
The teacher asks the students to sequence the story of ‘The Wind and The Sun’ and guides
the students wherever necessary.

1 .2.

3. 4.

Step 4: Students identify the different action words used in the story.
❖ Reflection

❖ Activity name: Lets learn words

❖ Level:3

92 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 ❖ Learning Outcome: Use vocabulary related to the topic

❖ Learning Point (Indicator): Use vocabulary to construct meaningful sentences

❖ Materials required: some colour sheets, sketch pens, glue and chart papers.
❖ Time:80 min
❖ Type of Activity: Group activity
❖ Procedure:
Step 1: The teacher shows the pictures like different trees, animals, birds, insects found,
tools which are used in the garden etc. and ask the students to identify.

Step 2: The teacher asks a few questions like

• Do you like flowers?
• How many varieties of flowers do you have in your garden?
• How many of you like to plant trees?
• Which are the tools do you use in our garden?
• Can you name some trees which you have in your garden?
• Can you name some birds which visit your garden?
• Can you mention some insects which you have seen in your garden?

(Answers may vary)

Step 3:
• The teacher makes different group of students according to the strength.
• Each group has 5 students.
• The teacher cuts each colour sheet in the shape of petals and gives to the students
as shown in the picture.

• Students in the group write the names of some insects, trees, flowers, tools and
birds.
• Each student gets the petal to write.

93 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 • Once everything is filled the teacher pastes all the flowers in the chart paper and
completes the picture of the garden

Step 3:The teacher allows the students to answer individually

Step 4: The teacher engages the students in a discussion on ‘Why do we need to save our
environment?’
❖ Reflection

❖ Activity name: Lets sing

❖ Level:2
❖ Learning Outcome: Sings/recites songs and rhymes with action
❖ Learning Point (Indicator):Recitation
❖ Materials required: [Link]
❖ Time:80 min
❖ Type of Activity: Individual
❖ Procedure:

Step 1:
• The teacher sings the following rhyme with action and asks the students to repeat the
same.

Brush, brush, brush your teeth,

Brush them every day.
Father, mother, brother, sister
Brush them every day.
Comb, comb, comb your hair,
Comb it every day.
Father, mother, brother, sister
Comb it every day.
Wash, wash, wash your face,
Wash it every day.
Father, mother, brother, sister,
Wash it every day.
• The students understand the rhyme with its word meanings and do the necessary
actions.
94 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 (The teacher makes the students stand comfortably anywhere in the classroom.)

Step 2: The teacher asks some questions like.

• Why should we brush our teeth?
• How frequently should we do it?
• Why do we need to comb our hair?

Step 3:The students pick some action words as well as rhyming words in the poem.
Step 4: The teacher engages the students in discussion on ‘Cleanliness and hygiene’.

❖ Activity name: Introducing myself

❖ Level:2

❖ Learning Outcome: Articulates simple greetings and pleasantries in English

❖ Learning Point (Indicator):Talk about themselves or respond to a conversation

❖ Materials required: [Link]

❖ Time:80 min
❖ Type of Activity: Pair

❖ Procedure:
Step 1: The teacher tells students the way of greeting each other. The teacher asks the
students a few questions like
• What do you do if you meet your friend?
• What do you say when you meet your teacher for the first time in a day?

Step 2: The teacher plays the video of children talking to each other
Step 3: The teacher gives the structure of conversation when they want to introduce
themselves
• Greeting (hello, hi, good morning/afternoon/evening)
• My name is ___/ I am ___
• Age (I am _____ years old)
• I am from ________ (place of living)
• I live with my ______________(father, mother, brother, sister, grandmother,
grandfather)
• I speak _________ at home. (mother tongue)

95 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 • I like ______(reading, writing, going out with family etc.)
• My dream is to become _______
Well, this is all about me.
Step 4: The teacher asks the students to come forward and speak about themselves.

❖ Activity name: Let’s learn words.

❖ Level: 2

❖ Learning Outcome: Recognizes all the letters of the alphabet based on their sounds.

❖ Learning Point (Indicator): Learn words with ‘e’ and ‘i’ sound

❖ Materials required: [Link]

[Link]

❖ Time: 80 minutes

❖ Type of Activity: Individual

❖ Procedure:
Step 1: The teacher plays the videos about short and long vowel ‘e’ and ‘i’. The teacher
gives some more examples about short and long vowel ‘e’ and ‘i’.
Step 2: The teacher makes two small baskets of words. One with the words of ‘e’ sound
one more with ‘i’. The teacher pastes four plain sheets on the chart paper.
Step 3: The teacher makes four columns for short ‘e’ words, short ‘i’ words, long ‘e’
words and long ‘i’ words and paste them in the class notice board.
Step 4: The teacher asks each student to pick a word from the basket and paste them
accordingly on the chart paper.

❖ Activity name: Stop Look Listen!

❖ Level: 2

❖ Learning Outcome: Recognizes road safety rules.

❖ Learning Point (Indicator): Safety measures

❖ Materials required: Worksheets

96 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 ❖ Time: 80 minutes

❖ Type of Activity: Individual

❖ Procedure:
Step 1: The teacher asks the students to list out the vehicles which they see on road.
Step 2: The teacher asks the students why we need vehicles.
Step 3: The teacher explains all the safety measures to be taken on road.
Step 4: The teacher gives the worksheet to the students to what’s right / wrong on road.
Example:

Tick√ or X for the following.

1. We must cross the road on zebra crossing.
2. We must look into our cell phones while crossing the road.
3. We must walk at the right side of the road.
4. We must check both the sides before crossing the road.
5. We must play on road.

(Taken from the report on learning recovery prepared by Ajim Premji Foundation.)

97 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 THEME 4
Familiarizing Textbooks- English, Mathematics and Environmental
Studies
Description of the Theme
A book analysis is a description, critical analysis and an evaluation on the quality, meaning and
significance of a book. It should focus on the book's purpose and content. Textbooks are artefacts.
They are a part of schooling that many stakeholders have the chance to examine and understand.
In most classrooms they are the physical tools most intimately connected to teaching and learning.
Textbooks are designed to translate the abstractions of curriculum policy into operations that
teachers and students can carry out. They are intended as mediators between the intentions of the
designers of curriculum policy and the teachers that provide instruction in classrooms. Their
precise mediating role may vary according to the specifics of different nations, educational systems
and classrooms. Their great importance is constant. The role of the textbook varies greatly from
classroom to classroom and teacher to teacher. Roles of the textbook are:
• To teach and encourage students to construct new knowledge,
• To balance detail and precision of information,
• To provide logical and consistent mathematical systems,
• To bring about new questions,
• To provide students with active, creative, many-sided information.
(Source-[Link]
Among a very large variety of textbook analysis methods, multilingual techniques hold a special
place. In order to be deemed as multilingual, a system or an algorithm must be able to handle texts
in several languages equally well; a very good method should be able to produce good results for
languages from different language families. Multilingual techniques and algorithms need to apply
analysis that is not related to a linguistic structure of text in one specific language but rather relies
on general statistical and mathematical properties common to many languages. Here, the concept
in the child’s language is given more importance. And teachers are allowed to make the concept
easy in the child’s home language.
(Source-[Link]

Objectives
By the end of the session, the participants will be able to
• categorize the themes according to the subject,
• analyze the text according to the approaches-constructivism, spiral and integrated,
• explore the textbooks with reference to learning outcomes and the pedagogical processes,
and
• work on multilingual approach.

Details of the Sessions

98 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Session-4.1 Session-4.2 Session-4.3
KNOWING THE TEXTS TEXUAL CONCEPTS AND TEXT, LEARNING
AND THE APROACHES SKILLS OUTCOMES AND
ACTIVITIES
90 MINUTES 90 MINUTES 90 MINUTES

MATERIALS
• Text books- Kannada, English, Mathematics, EVS of Grade-4

Session-4.1
Knowing the Texts
Warm-Up:

Categorizing the theme:

The facilitator prepares theme cards from Marigold (English)-blue ink, Math Magic (Maths) -
red ink and EVS-green ink. He/she shuffles the cards and instructs the participants to pick and
stick under the correct subjects. For instant: Wake Up! Neha’s Alarm Clock, A Trip to Bhopal,
Journey of the cloud. Here the participants are to mention in which subject these units belong to.

English Mathematics EVS

Wake Up! A Trip to Bhopal Journey of the Cloud
Neha’s Alarm Clock

The facilitator waits for the participants to stick all the theme cards accordingly. Then he/she
concludes that the name of the theme itself doesn’t decide the subject. The teacher needs to
familiarize the text in detail to know about details of the unit.

units English (Marigold) Mathematics (Math Magic) EVS

1
2
3 Run!
Nasiruddin’s Aim
4
5
6 The Junk Seller
7
8
9
10 Shelter-its variety
11
99 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 12
13
14
15
16
17
18

Task-2

Proficiency

Participants are divided into 4 groups and paired with 4 text books (Kannada, English, Maths,
EVS). They are instructed to analyze the text according to the subjects and themes. They also need
to find the constructivism approach, spiral approach and integrated approach from the given texts.
A table is provided to make their analysis easier. The facilitator gives an idea with the help of the
diagram.

Language- Kannada/English Mathematics EVS

Constructivism

Spiral

Integrated

Integrated approach:

Wake up!
100 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n gJourney
a l u r u of the
Neha’s Alarm Tick-Tick-Tick Cloud
Clock
 EVS
Mathematics
Seasons-
English Clock
Summer- months, changes
Sunrise Time in food, clothes etc.
Sunset Minutes Water-cycle
Morning Hours- am, pm Rainy- months, food,
Clock Reading the time in a clothing,
clock Winter- months, food,
Afternoon
Calendar- date, day, clothing
Night
week, month Spring- months, food,
Days of the nature changes,
Daily schedule
week
Diary writing As time changes, seasons
change.
Occasions

101 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
English Mathematics EVS
Unit-3 Unit-8 Kho
Spiral Approach:
Language
Concept Class-1 Class-2 Class-3 Class-4
Writing Strokes, tracing the Letter practice, tracing Words, phrases- Sentences,
letters the words independent writing paragraphs-
independent
Poems-quote from
Listening Rhymes, stories, Recite rhymes, tell memory Poems- quote from
and instructions- stories, give simple Prose-comprehensive memory
speaking repetitions instructions-after reading Prose-independent
Answer-yes/no practice Answer- reading and
Answer-simple comprehensive comprehending
sentences questions Answer- on own

Mathematics:
Concept Class-1 Class-2 Class-3 Class-4

102 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Shapes and Square, circle, Long, round, Shapes and designs Drawing the shapes
Spaces rectangle Uses of shapes Triangles, using instruments.
Inside, outside Tangram

Numbers Counting-1-9 Counting in group Counting money More/less- measuring

More / less More/ less Comparing more and and comparing-area,
less height, distance.

Statement problems-
Single digit addition, Double digits 3 digits addition, addition and
subtraction addition, subtraction subtraction, subtraction
Multiplication-single 2 and 3 digits-
digits division- single addition,
digits.

EVS:
Concept Class-1 Class-2 Class-3 Class-4
Plants Identifying plants Name the parts of the Know about the crops Developing love for
Around Us around us plants and compare Developing school greenery
with other plants garden Realizing the
necessity of growing
trees
Sources, usage and Domestic and
Water Uses of water in storage irrigational use of Water cycle
daily life water Recycling of water
Water pollution and
conservation

Session-4.2 Textual Concepts and Skills

Perspective
The facilitator instructs the participants to work with their texts. He / she groups the participants
into four groups and instructs them to discuss in their groups about the skills from each theme.
He/she asks them to complete the columns and rows given below. Examples are given to make the
task easy.
Group-1: English- Marigold
Group-2: Kannada- Savi Kannada
Group-3: Mathematics-Math Magic
Group-4: EVS

English
Sl. Themes Skills
No
103 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 1. Wake up! • Listening-sounds
Neha’s Alarm Clock • Reading-picture reading
• Speaking-about the sounds
• Writing-complete the paragraph
• Vocabulary-word building, related
words, say aloud
• Language use- was, were
2.

Kannada
Sl. Themes Skills
No
1. ಕನ್ನಡಮ್ಮನ್ ಹರಕೆ (poetry) • Listening
• Speaking-summary, tongue twisters
• Reading- recitation
• Writing-complete the poem
• Vocabulary- rhyming words,
pronunciation of sounds,

Mathematics
Sl. Themes Skills
No
1. Building with Bricks • Creative thinking
• Ability to manipulate precise and
intricate ideas
• Ability to measure in metres
• Problem solving
• Drawing, constructing, arranging
logically

104 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
EVS
Sl. Themes Skills
No
1. The Animal Kingdom • Similarities and differences
• Mutual dependence on nature
• Recognizing the uses of animals
• Problem solving- finding the path,
riddles
• Observing
• Creativity (craft)

Session-4.3 The Text, Learning Outcomes and Activities

Pedagogy
Mathematics:
Content analyses: (Individual Tasks)
Units Content Learning outcome Required TLMs Designing
(Analysis) activities
1. Building with By the end of unit, the • Bricks • Survey
Bricks learner will be able to • Pictures of (Taken from the
know the … different Nali - kali class)
• Patterns-floor, buildings • Building
wall • Pictures of using
• Faces of bricks ‘jaali’ patterns blocks
• Drawing the • Arch
bricks • Building blocks
• Jaali patterns
• Arch pattern
2. Long and Short

3 A Trip to Bhopal

4 Tick – Tick – By the end of unit, the • Calendar • Writing

Tick learner will be able to • Clock dairy about
know the … • Post Cards their daily
• Time (hour, routine
minutes,
105 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 seconds to • Designing a
minutes/hour) School
• A.M-P.M Calendar
• The Dairy • One minute
writing game
• Date, Day, (Super
Week, Month, minute)
Year
• Age
• Growth
• Letter writing

5 The way the

World Looks

6 The Junk Seller

7 Jugs and Mugs

8 Carts and Wheels

9 Halves and
Quarters

10 Play with Patterns

11 Tables and Shares

106 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 12 How Heavy?
How Light?

13 Fields and Fences

14 Smart Charts

Session: 3 EVS Content Analysis

(Individual work)

The facilitator instructs the participants to follow the table given below, go through the examples
and work individually.

Units Content Learning outcome Required TLMs Designing

(Analysis) Activities
1 The Animal By the end of unit, the • Pictures of • Pair work
Kingdom learner will be able to animals Debate –
know the … • Drawing similarities
• Similarities and sheets and
differences • Teachers / differences
between human students • Role play –
beings and Relationship
animals between
• Understand the human
relationship beings and
between human animals.
beings and • Uses of
animals animals
• Uses of animals

2 Honey sweet
Honey

107 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 3 Go around the
Forest

4 Roots – Support
of the plant

5 Flowers – Colours By the end of unit, the • Different • Group

learner will be able to … kinds flowers discussion
• Collect different • Craft papers on flowers –
kinds of flowers • Stationary Shapes,
and discuss their colours,
shapes, colours, petals,
petals and fragrance
fragrance. uses and
• Identify the uses seasons of
of the flower in availability
daily life. • Role play -
• Recognize florist and
flowers printed customer
on different
objects.
• Know the
informal
measurements
used by florists
and cost of the
flowers

6 Each drop…

108 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 7 Water pollution –
Conservation

8 Food – Health

9 Food habit

10 Shelter – Its
variety

11 Waste is wealth

12 Learn mapping –
Know Directions

13 Our body – A
wonderful
machine

14 Traffic rules

109 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 15 Transport and
Communication

16 The changing
families

17 Home – The first

school

18 Each one is
unique

19 Occupation – its
importance

20 Festivals – a
pleasure

21 Kho….

110 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 22 Facilities and
improvement

23 Dress - Design

24 Journey of the
cloud

25 Our state – Our

pride

How to connect across curricular approach.

units Mathematics English EVS
1 Building with bricks -Story -Tourism places
-Opposites -Different patterns of
-Dialogue practice building
-Soil
-Transport
-Air pollution

The facilitator asks the participants to analyze likewise all the units in the Math Magic content in
the columns given below. Participants are instructed to work individually and complete the task.

111 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 units Mathematics English EVS
2.

3.

4.

5.

6.

7.

9.

10.

11.

12.

13

14.

Multilingual Approach
The facilitator instructs the participants to look at the list of words and discuss the strategies to
teach the words.
Sl. No. Words Strategies

112 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 English
1. Buzzing • Making the sound
Chirpy • Audio-video
2. Hurry • Acting- gestures
Snuggles • Sentence
Snore
Relax
Giggle
3. Magicians • Acting-gestures
Meadow • Picture
• Riddles
Mathematics
1. Patterns • Pictures
• Models
• Arrangements
• Using mother tongue
2. Measurements • Tactile tasks-using scale, tape, thread,
• Charts
• Classroom materials
EVS
1. Wax • Realia
• Pictures
• Sentence
• Using Mother tongue
2. Soil • Realia
• Pictures
3. Occupations • Pictures
• Charts
• Riddles
• Sentences
• Using Mother tongue
Kannada
1. ಸ೦ಭಾಷಣೆ • Acting
• Role play
• Sentences
2. ಪ್ಣ • gesture
• acting
• pictures
• sentences
• explanation
3. ಬದು • pictures
• sentences
4. ಚಿರಸಾಿಯಿ • explanation
• pictures description
The facilitator instructs the participants to select 5 words from each subject and mention the
strategies to teach them to their class.

Reflection:
113 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
The facilitator asks the participants to reflect on the sessions on Familiarizing Textbooks-
Languages, Mathematics and Environmental Studies.
• Were the sessions useful?
• Were you able to analyze the textbooks?
• Was the analysis for all the subjects same?
• Why do we need to familiarize ourselves with textbooks?
• What are the benefits of knowing the textbooks?
Expected responses
1. Textbooks help teachers to maintain uniformity in teaching standards for different
classes.
2. Textbooks are the mirror to design extended activities.
3. The textbooks aim at providing comprehensible input for teachers and learners.
4. Another interesting feature of knowing the textbook is to design tasks for Continuous and
Comprehensive Evaluation (CCE).
5. Textbooks are really important as they provide clarity regarding key concepts and core
knowledge. The quality of the education system entirely depends on the quality of
textbooks.

114 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 THEME 5
Story Telling and Story Reading – Integrated / Cross Curricular
Approach
Description of the Theme
Stories take the lion’s share of endeavour in developing any language skills. Children have been
listening to stories from infancy in one particular language (mother tongue). Later as they grow,
they listen to stories in more than one language. When they go to school, they listen to stories in
first language as well as second language. First language mostly being their mother tongue, they
find it is easy to comprehend, whereas telling and understanding stories in second language is
always found to be difficult for both the teachers and students.
Story telling brings language learning alive and creates a participatory experience which allows
the young learners to enjoy and learn the target language in a fearless environment. English not
being the mother tongue of our children, teachers who try to tell stories in English face a lot of
problems. But by using mother tongue along with English (a bilingual method) and with the help
of gestures, actions, pictures they can make children interested in listening to stories in English.
Story telling is an art and a good story teller knows how to attract the attention of children while
telling stories in English. Story telling is the best pedagogical tool to help the child to develop
listening, speaking and critical thinking skills.

Objectives
By the end of the session, the participants will be able to
• familiarize themselves with the difference between storytelling and story reading.
• realize the importance of storytelling and story reading.
• familiarize with appropriate techniques to ask thought provoking questions during
storytelling.
• analyze cross curricular approach.
• integrate the language with Mathematics and Environment Science during storytelling.

Details of the Sessions

Session1 Session 2
Importance of storytelling in curriculum Importance of Story reading in curriculum

Duration of the session – 90mins Duration of the session – 90mins

115 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
Materials Needed
• Story cards
• Text books of all subjects of grade 4
• Video link
([Link]
Theme 5 Storytelling and story reading session video link)

Session-5.1 Story Telling

Task 1: Warm-up: Micro teaching
The facilitator instructs the participants in the groups to prepare for a micro teaching for 15mins
with pre-learning, while-learning and post-learning activities. The facilitator monitors and guides
the participants for micro teaching.
The facilitator divides the whole class into 3 groups.
Group1: Marigold- Unit-6: The Scholar’s Mother Tongue
Group 2: Math magic- Unit-7: Jugs and Mugs
Group 3: EVS- Unit-5: Flowers-Colours
After the presentation by the participants, the facilitator gives feedback and concludes the activity
with the following reflective points.
• Importance of storytelling from the texts.
• Connecting the story with curriculum.
• Integrating stories of all subjects and integrating all subjects through
storytelling.
• Teaching concepts through stories with cross curriculum approach.
• Familiarizing the concepts through storytelling.
• Analyzing the texts through storytelling.

The facilitator summarizes that storytelling is one of the best pedagogical and power tools to
familiarize the concepts of all subjects with cross curricular approach.

Task 2: Proficiency: Guess and Write

The facilitator divides the participants into 4 groups. He/ she gives each group a story card and
asks the group members to read the story and guess in which subject it belongs to, discuss and
paste it in the right column given below. He/she instructs participants to sit in group and go through
the story cards given to each group. (Refer to T5S1T2 – for story cards)

116 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
The facilitator instructs participants to fill the given table related to the stories from the texts of
class-4

Kannada English Mathematics EVS

Task 3: Perspective: Strategies for telling stories

The facilitator asks the participants to recall the strategies used to tell stories given in EMTIP 1and
EMTIP 2 Trainings. The facilitator elicits answers from the participants individually. Then
concludes by highlighting the following points:

1. Story-telling through dialogues

2. Using-puppets, stick pictures, finger puppets
3. Using sequence pictures
4. Sequencing and simplifying
5. Narration through questions
6. Dramatizing
7. Role-play
8. Charts
9. Big books
10. Sound effects and voice modulation

Task 4: Pedagogy: Group activity

The facilitator divides the class into four groups. He/she asks participants to write the names of
the stories of class 4 textbooks in all subjects and suitable strategies to tell the stories in the given
table below.
Group-A: Savi Kannada – class-4
Group-B: Marigold-class-4
Group-C: Mathemagic- class-4
Group-D: EVS-class-4

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Sl. Name of the stories Strategies used
No.
1
2
3
4
5
6
7
8
9

The facilitator concludes that stories are to be narrated using different strategies. Concepts are to
be introduced in a context. Stories make the concepts for students.

Support Materials:

(T5S1T2): Story cards:

01. One day, Nasruddin was chatting with his friends. He began to boast, “No one can match
my skill in archery. I string the bow, take aim, and shoot the arrow... Wh...o...o...sh. The
arrow is sure to hit right on target.” Hearing this, one of his friends immediately brought a
bow and some arrows. Giving them to Nasruddin, he said, “Here, Nasruddin! Take this
bow and arrows.”
02. Bunny and Banno Celebrate their Wedding Anniversary. Do you remember the wedding
in Bunny's family last year? Bunny and Banno decided to have a party one year after their
wedding. They invited their family and friends. They made a special sweet dish. All the
animals came — running, hopping and even crawling!

03.ಮ್ಲೆನಾಡ ತಪ್ಪಲಿನ್ಲಿಿರುವ ಒಂದು ಊರು ಕಣಬೂರು. ಅಲೊಿಂದು ಹಿರಿಯ

ಪ್ಾಾಥಮಿಕ ಶಾಲೆ. ಆ ಶಾಲೆಯ ಮ್ಕಕಳು ಕಿಶೆ ೋರನ್ ಅಜ್ಜಿಯ ತೊೋಟಕೆಕ
ಗುರುಗಳೆ ಂದಿಗೆ ಹೊರ ಸಂಚಾರ ಹೊರಟರು. ಕಿಶೆ ೋರನ್ ಅಜ್ಜಿಯ ಮ್ನೆ ಬೆಟಟದ
ತಪ್ಪಲಿನ್ಲಿಿದೆ. ಮ್ನೆಯ ಹಿಂದಿನ್ ಗುಡಡದಲಿಿಗೆೋರು ಮ್ರಗಳಿವೆ. ಅಡಿಕೆ ತೊೋಟ ದಾಟಿ
ಮ್ುಂದೆ ಹೊೋದರೆ ಭತತದ ಗದೆೆಗಳಿವೆ. ಮ್ಕಕಳೆಲ್ಿರೂ ಗದೆೆಯ ಹತ್ತತರ ಬಂದು
ತಲ್ುಪಿದರು.
04. On a lovely morning many girls in the school had plaited their hair and wore jasmine
flowers on their plaits.

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 Teacher: Oh! There is good fragrance in this room!
Haseena: Sir, some girls have jasmine flowers on their plaits.
Vijaya: Yes, now it is the season of Jasmine flowers, isn't it?
Teacher: In summer there is jasmine, in rainy season there is dahlia and in winter
there is chrysanthemum. Thus, there are different flowers in different seasons.

SESSION 5.2 Story Reading

Task 1: Warm up: Demonstration

Video link: Story reading demonstration

[Link]

The facilitator asks the participants to watch the demonstration video, after watching initiates the
group for a discussion on the presentation. He/ she asks the participants about the steps followed
by the facilitator for Story reading.

Below are the expected responses by the participants.

• Posture of the facilitator- position of the book, gestures, expressions, voice
modulation, etc.
• Instructions given by the facilitator before reading the story.
• Number of readings- first reading by closing the students text books and observing
the facilitator, teacher elicits the keywords through questions; second reading
students open the book and instructs the students to run eyes and fingers and listen
to the facilitator; third reading teacher reads and instructs the students to repeat
after.
Task 2: Proficiency: Observation and discussion
The facilitator reads a story from the textbook of Marigold (Alice in wonderland).
Facilitator asks the participants to observe the reading. (Refer T5S2T2)

Step 1: The facilitator reads the story without proper chunking and voice modulation.
Step 2: The facilitator reads the same story with proper chunking, gestures and voice
modulation.

Participants list their observations on the difference between the first and second reading.
The facilitator elicits responses then concludes highlighting the following points:
• The story, when read out for the first time, was without proper chunking and
punctuation, voice modulation and hence not easily comprehensible.

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 • The story was properly chunked and followed punctuation, voice modulation when
read the second time and hence was easily comprehensible.

SUPPORT MATERIAL: T5S2T2

Task 3: Pedagogy: Practice and present

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The facilitator divides the participants into five groups, the groups are named with different
colours. He/ she assigns each group a story from class 4 texts. Then, he /she asks participants to
sit in group to practice story reading as they observed in demo video. Then each group presents
their story to the whole class.
(Refer to T5S2T3)
Group 1: Red (Neha’s Alarm clock)
Group 2: Green (A trip to Bhopal)
Group 3: Blue (Each one is unique)

Group 4:Yellow-ಬುದಿೆವಂತ ರಾಮ್ಕೃಷಣ

Group 5: White -ಪ್ಾವಾಸ ಹೊೋಗೊೋಣ

The facilitator asks the participants to present their story and sums up the session by highlighting
the following points,
1) Chunks help in understanding the text.
2) Gestures, stress and modulation help in understanding the concepts easily.
3) When the learner is not looking into the text, the facilitator need not to worry about facial
expression and body language. Rather she /he must focus on style of reading.
4) When the learner is listening to the facilitator’s story reading and watching him/her too,
the body language, facial expressions and gestures play an important role in
comprehensions.
Support Material: T5S2T3

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Task 4: Perspective: Read and Reflect
The facilitator asks participants to read the text on ‘Tips of Reading Stories’ and discusses the
following issues:
How can we use the techniques and activities to make our story reading sessions lively?
The facilitator sums up:

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 • The stories from the lessons in the text could be simplified catering the need of the
child without neglecting the vocabulary and structures focused in the lesson so as
to fulfil the objectives.
• Activities should be designed as per the needs of the students and make them
understand the concepts easily and clearly.
• Facilitator explores the Meaning and difference between Storytelling and Story reading

Support Material: T5S2T4

Tips for reading stories with your child

Story reading with your child is both fun and a valuable educational activity. The story time helps
your child develop language skills and a love for books. We have found some tips to help families
read together and also to help those members of our school community who come in to read stories
to children during celebration of Mother Language and Book Week. We hope you find them useful.

(Click here to watch author Neil Griffiths giving advice on how to make story reading better.)

The following are 10 tips for effective story reading with your child taken from Early Literacy
Counts website.

Reading aloud to your child is one of the most important things you can do as a parent or as a
teacher of young children. Beginning in infancy, children benefit from hearing language and
stories. Experts also agree that even after a child has learned to read, they still benefit greatly from
hearing stories aloud. Here are some tips to consider:

Read the book to yourself first so that you get a feel for the rhythm and tempo. If you are
worried about pronunciation, reading the book to yourself before you have an audience of 4-year-
olds staring at you! Most preschool books have vocabulary that most adults can read without a big
problem. But a good book will challenge children by introducing new words.
1. Hold the book so that the child or children can see the pictures while you are
reading. This, of course, is much easier if you have a child on your lap and are reading
one-on-one. But most classroom story-times occur in front of a group of children. It takes
a great deal of practice to learn to hold the book up for the audience and still read the words!
Even though it might be difficult, this is important because children use the context clues
in the pictures to comprehend, process, recall, and retell as story.

2. Choose books that you will enjoy reading aloud. Your children will hear the genuine
excitement in your voice and that excitement is most often contagious!

3. Read with expression! Using a monotone is no fun for ANYBODY and you will quickly
lose your audience - even if they are "captive." When your audience starts wiggling,

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 poking, and pulling their neighbor's hair, you have lost their attention. Reading with
expression engages the children and invites them into the story.

4. Encourage children to participate in the story. In some stories that repeat the same text
on each page, the children can become a part of the story experience. Children will often
anxiously anticipate their participation! You can ask children what they think will happen
next. Find ways to make the story an ACTIVE rather than a passive experience.

5. Be prepared to read the same books again and again. Once you find books that you
enjoy reading aloud, it is likely that your children will want to hear them repeatedly. This
is a great thing because memorizing stories is often a child's first step to becoming a reader!
6. If you need an example of how to read aloud, consider choosing a book that has a CD.
Listen to the story with your child and then, when you read it, you will have an idea of how
to imitate the rhythm and tempo of the text.
7. Don't skip the important parts! Spend some time looking at the cover and illustrations.
If it's a book that you are reading for the first time, talk about the cover, and ask your child
to predict what will happen. During the story, refer to the illustrations. Tell the children the
author and illustrator's names. These are parts of a book that adults often take for granted
and skip over when reading to children but these are important parts of the story.
8. To point or not to point? Should you point to the words when you read a story? My
opinion is that you should point some of the time, but not all of the time. The very first
time you are reading a story, I think you should just let the story flow naturally. On future
readings, you can certainly point to the words as you are reading so that children begin to
make the connection between spoken and written words. When you are pointing to the
words, slide your finger across the sentence as you read; avoid pointing to each word one
by one as this tends to create a choppy speech pattern. Once children know a few words by
sight, point them out in the stories that you read.
9. Have fun!

(Source: Citywest Educate Together National School website)

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 THEME-6
Teaching Vocabulary Items—Cross Curricular Approach with
Reading and Writing
Theme Description
Vocabulary plays an important role in communication and comprehension. Listeners and readers
find it difficult to understand a text without knowing what the key words mean. So, it is necessary
to equip students with basic vocabulary required for comprehension. The key words should be
familiarized through contexts. Learning vocabulary in context is important. We use language to
communicate our thoughts and ideas. The stock of words needed for communication or
understanding is called vocabulary. Vocabulary is the body of words that make up a language. It
is the foundation of language and basis of all languages. It’s the raw building blocks that we can
use to express our thoughts and ideas, share information, understand others and grow personal
relationships. A rich list of vocabulary makes the skills of listening, speaking, reading, and writing
easier to perform. Vocabulary helps children to think and learn about the world. Expanding a
child’s knowledge of words provides unlimited access to new information. Learning vocabulary
helps to improve language level and enables one to communicate confidently and effectively.
Helping children build a strong vocabulary is an important part of teaching English and other
subject matters. Vocabulary is something we continue to learn and develop throughout our lives.

Objectives
By the end of the session, participants will be able to
• understand different aspects of vocabulary,
• understand the importance of vocabulary in different contexts,
• enhance usage of vocabulary in different situations,
• develop the skill of designing different activities related to vocabulary,
• To understand different types of vocabulary,
• To enrich vocabulary to build other skills, and
• To prepare picture book related to vocabulary and usage of text book activities.

Overview of the sessions

Session 1 Session 2
Importance of teaching vocabulary in Vocabulary as building blocks for
different contexts developing other skills
90 minutes 90 minutes
Materials
• Pictures
• KG sheets, markers
• Text book
SESSION: 6.1 Importance of Teaching Vocabulary in Different Contexts

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Task 1 Recap
The facilitator asks the participant to recall the things they have discussed in EMTIP 1 2 and 3
modules regarding vocabulary and elicits some responses.
Warm-up activity: Chalkboard Pictionary
The facilitator divides the class into 2 groups and lets them select a leader from each group. The
facilitator writes words on slips of papers and the leaders must pick the slip and convey the word
to the group using only drawings on the board. The leaders cannot use words, symbols or gestures.
The time limit is 3 minutes. He /she records the points on the board,10 points for each word:
• door window
• map ball
• flower clock
• umbrella cat
• globe bird
Proficiency:
Purpose:
• To know the different aspects of vocabulary
VOCABULARY
What is vocabulary?
Expected responses: Vocabulary refers to the words we know to communicate effectively.

Aspects of vocabulary

meaning collocation antonyms synonyms pronunciation

spelling parts of speech register usage

• Which aspects of vocabulary do you usually teach?

• The facilitator plays the video on ‘Importance of Teaching Vocabulary” and instructs the
participants to watch the video and answer the question that follows.
[Link]

• How does vocabulary play an important role in language learning?

Task 1:

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The facilitator asks the participants to read the following story and write the meanings of the given
words
One day, Meena and Priya were playing in the forest. Just then it rained and they took shelter
under a huge rock. Meena, did my forefathers in the forest have houses like ours? They had
houses, they lived in caves. I will tell you that story. Once your great grandfather and his friends
were searching for food in the forest. Just then it rained and they took shelter beneath a huge
tree, but lightning struck the tree they were standing beneath, and it was burnt to ashes. Your
grandfather saw a cave nearby, and ran towards it. His friends also followed him, and stood there
till the rain got over. Ever since they started living in the cave
to take shelter from rain and other calamities
• forest---------------------------------------------------------------------------------
• shelter---------------------------------------------------------------------------------
• huge----------------------------------------------s-------------------------------------
• rock-----------------------------------------------------------------------------------
• forefather----------------------------------------------------------------------------
• cave-----------------------------------------------------------------------------------
• beneath-------------------------------------------------------------------------------
• follow---------------------------------------------------------------------------------
• ashes----------------------------------------------------------------------------------
• calamities----------------------------------------------------------------------------

Task 2: The facilitator asks the participants to read the following poem and write the opposite
words:
Don’t be Afraid of the Dark
Don’t be afraid of the dark, little one.
The earth must rest when the day is done.
The sun must be harsh, but moonlight – never!
And those stars will be shining forever and ever.

Be friends with the Night, there is nothing to fear,

Just let your thoughts travel to friends far and near,
By day, it does seem that our troubles won’t cease,
But at night, late at night the world is at peace

-Ruskin Bond
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The opposites of:

• war……………………………….. • start……………………
• light……………………………….. • far……………………...
• enemy…………………………….. • afraid…………………...
• night………………………………. • harsh…………………...
• gentle……………………………... • never…………………...
Task 3:
Vocabulary for comprehension
The facilitator asks the participants to read the following paragraph about Kuvempu and write the
answers of the following questions.
Kuvempu who was born at Kuppali, is famous as a national poet .He wrote our Nadageethe Jaya
Bharatha Jananiya Tanujathe which we sing everyday in our schools. He is the first kannada
poet to get the Jnanapeeta Award for his writing. He wrote ‘Kindari Jogi’, Nanna Gopala’,
Amalana Kathe, etc., for children. Kuvempu who is famous in the literary field started reading
and writing stories, poems and books in his childhood. Kuvempu became a great poet by the
encouragement of many people.
• Where was Kuvempu born?
• Which is our Nadageethe?
• Who wrote our Nadageethe?
• What was the award he got for his writing?
• How was Kuvempu involved in the literary field during his childhood?
• How did he become a great poet?

Reflection: The facilitator poses a few questions and discusses the importance of teaching
vocabulary?
• What did the activities focus upon?
• What are the aspects of vocabulary? How do they help in Language learning?

Expected answers

• The activities focused upon importance of vocabulary

• The aspects of vocabulary are meaning, collocation, antonyms, synonyms, pronunciation,
spelling, parts of speech, register and usage. They help in building strong vocabulary and
understanding the context in which it is used.

• The facilitator sums up the discussion.

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 • Perspective
• Purpose: To understand the usage of vocabulary in different contexts
The facilitator engages the participants to do the tasks on usage of vocabulary in different
contexts. He/she asks them to read the extract given below from ‘’Nipun Baharat’’ about
vocabulary and answer the questions that follow.

• Which is more important: knowing wide range of words or usage of words? justify your
responses

Task 1: Read the story and write the synonyms and contextual meanings in the boxes given
below:
A Little Fish
There are many fishes in the sea, but this is a story of a very small fish This
small fish had everything to make him contented but he was not happy. He was
not happy as he was small. He wanted to be larger. One day he was swimming
along with his school. Suddenly, they were caught in a net. They floundered as
the net was drawn up. When the haul was being emptied into the boat, the
smallest fish wriggled and slipped back into the cool clear water. He never again
said he wanted to be a large fish.
Words Synonyms Contextual meaning
School
Contented
Floundered
Task 2: Collocation: Collocation refers to a group of two or more words that usually go together
Collocation is the habitual juxtaposition of a particular word with another word or words with a
greater frequency.

The facilitator asks the participants to read the following words given in the box and complete the
given tasks making appropriate collocation.

your sister for bed an e-mail dinner a ball TV

homework a photograph your pyjamas your teeth

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[Link] ------------------------------------------

[Link] -------------------------------------------

[Link] on ------------------------------------------

[Link] -------------------------------------------

[Link] --------------------------------------------

[Link] -------------------------------------------

[Link] ready------------------------------------------

[Link] -------------------------------------------

[Link] --------------------------------------------

[Link] to -------------------------------------------

The facilitator asks the participants to read the following paragraphs and write the words naming
an attribute of a noun (an adjective) in the given box.

. This is a strange creature This is a wonderful car which looks

with two creepy eyes and a little funny, because it only has
four very scary claws, its three wheels, but it has an incredible
legs are odd and it is very shape. The front of the car looks\
unusual for an animal to fantastic and it is a great colour
have only three legs. I love turquoise. It’s an amazing
Altogether it looks rather car which can go very fast.
weird and unbelievable.

Words naming an attribute to a noun (Adjectives)

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Which part of speech in ‘English Grammar’ does this activity focus upon?
What are adjectives? How does grammar activities help in teaching vocabulary?
What is contextual usage of words?
Expected responses
Adjective
• An adjective is a word that names an attribute to a noun. In other words, it qualifies a noun
or a pronoun. The purpose of an adjective is to describe a noun or pronoun and to provide
additional information about it, like its color, shape, quality, number, etc.
• Contextual usage depends on the content or context.
The facilitator sums up the discussion by highlighting classroom activitiesto provide
ample scope for learners in contextual use of such adjectives.
Pedagogy
• Purpose: To design different activities related to vocabulary development
Task 1: group work
The facilitator instructs the participants to select a lesson from English text for class IV and design
vocabulary activities on the following areas. Group 1. Pronunciation; group 2. Spelling; group 3.
Synonyms; and group 4. parts of speech.
The facilitator asks the participants to present their activities to the whole class and sums up the
discussion highlighting the following questions.
Reflection
• Why is vocabulary important in language learning?
• What are the aspects of vocabulary would you like to focus on at this stage of your
learners?
• How important is it for you in developing vocabulary for your better transaction of lessons
in your classroom practice?

Expected answers
135 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 Vocabulary is important because it is the foundation of language and basis of all language. It is
the raw building block to express our thoughts and ideas. It supports the development of all four
language skills.
Vocabulary development is not only related to English but to all the languages. It is integrated in
learning other subjects. The different basic aspects of vocabulary are spelling, pronunciation,
meaning and use of them in sentences.
Vocabulary development is crucial for teachers in transacting a lesson.

SESSION 6.2 Vocabulary as Building Blocks for Developing other Skills

Warm up activity
The facilitator instructs the participants to stand in a circle and begins a game with the statement:
I went to the market and bought …………… the game proceeds with adding things from the first
participant to the last participant.
Proficiency:
Purpose: To understand the 4 important types of vocabulary
Task 1:
Knowing 4 Types of Vocabulary
The facilitator poses the question: What are the 4 types of vocabulary?
Expected answers: Vocabulary for listening speaking reading and writing.
The facilitator instructs the participants to look at the given pictures and understand the types of
vocabulary.

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Vocabulary-Types and categories:
Words are the starting point. Without words no one can talk. Vocabulary is the glue that holds
ideas and content together and can be categorized depending on how we use it.
Oral vocabulary= Listening and speaking. It comprises of the words we listen and speak.
Literate vocabulary=Reading and writing
Receptive vocabulary=Listening and reading. It refers to all the words that we understand while
listening and reading
Expressive vocabulary=speaking and writing. It refers to the words that we use to express our
thoughts and ideas.

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Task 2: Circle talk activity:
The facilitator instructs the participants to stand in a circle and blows the whistle or plays the music
to make them move. When the music stops, they have to stand where they are and find a partner
and ask about the following questions:
[Link] you had two crores in your bank account what would you buy/do?
2. Can money be a good thing or a bad thing?

Task 3:
The facilitator asks the participants to read the following riddles and write the answers in the grid
provided.
I follow you all the time and copy your I’m orange, I wear a green hat and I sound like
every move, but you can’t touch me or catch parrot. what am I?
me. what am I?
Answer………………….. Answer…………………
If you drop me, I’m sure to crack, but smile What loses its head in the morning and gets it
at me and I’ll always smile back. What am back at night?
I?
Answer…………………… Answer…………………
If I am ripe I’m green. ,If you eat me I’m I have wings. I am able to fly. I’m not a bird
pink and when you spit me out I am black. yet I soar high in the sky. What am I?
what am I?
Answer……………………. Answer…………………..

Perspective
Purpose: To enable the participants understand the importance of picture reading in vocabulary
development
Task 1:
The facilitator asks the participants to respond to the following issues:
* Look at the picture and list out the vocabulary
* Use the listed vocabulary as key words and frame 6-8 sentences and write a
paragraph and give a title.
*List the words related to English, Maths and EVS.

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 Picture 1 (group 1) Picture 2 (group 2)

Picture 3 (group 3) picture 4 (group 4)

Pedagogy
The facilitator divides the class into 4 groups and insrtucts the participants to create
‘’VOCABULARY PICTURE BOOK’’, selecting a lesson from English text. Using pictures
related to the lesson and listing key vocabularies.
The facilitator instructs the participants to make flashcards and use it in Vocabulary box.

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Reflection
• In what ways do pictures enhance vocabulary development?
• How does vocabulary help in developing other skills?
• What are the four categories of vocabulary? How do they help in learning?
• How can we create vocabulary rich environment in our classroom?
Expected answers:
Pictures are powerful visual tools to enhance vocabulary development. Pictures are great way to
help students to make content comprehensible.
Vocabulary is the basis of language it helps to build and develop other skills.
There are oral,literate,receptive and expressive vocabulary. They help in understanding,receiving
and expressing ideas.
Language rich environment can be created by prepration of TLM’s,flash cards, etc. and making
the students use them.
The facilitator sums up the session.

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 Writing
Theme Description
Writing skill enables students in expressing their thoughts and provides them opportunities to
explore ideas and build connection between content areas.

It encourages young learners to take risks and try out new context and meanings as it increases the
thinking time. Thus, writing skill equips young learners for true development and learning. This
unit will help teachers adopt various techniques to develop the writing skills of their students.
Objectives
By the end of the session, the participations will be able to
• understand the importance of writing for concept formation and expression while
learning a language
• understand different techniques of developing children’s writing skill
• conduct the writing activities given in the textbook effectively
Details of the session
Session. 1 Vocabulary to develop effective writing skills. (90 Min)
Warmup
Task: 1
The facilitator asks the participants to imagine that they are going on a journey to the centre of
the earth and elicits responses for the following questions
• What do you think you will see? How would you feel?
The facilitator asks them to write their experiences in 3-4 sentences.

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Proficiency
Pair work
The facilitator asks the participants to play the following games.

The facilitator asks the participants to share what they have learnt from this activity and how
they are going to play the same in their classroom.
Task: 2
The facilitator now asks the participants to play a game following the given instructions.
Play this game with a friend, pick up what you want from any basket.
• Add ‘a’, or ‘an’ before it
• Now, say the sentence using these things.
• Make more sentences using words from the basket.
……………………………………………………………………
……………………………………………………………………

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Perspective
The facilitator asks the participants to complete the following task.

Task: 3
Write a Story
The facilitator asks the participants to write a story following the given directions.
• Write a story about a plant that is in danger.
• Write about it now.
• How does night help it to be alive?
• Please ensure that the story has a beginning, a middle and an end.
Task: 4
The facilitator gives the following instructions and asks the participants to complete the task.
• Use a red pen, choose and circle the things whose smell you like,
• Use a blue pen and circle the things whose smell you do not like.
• Now, write 5 sentences like this.
I like / I do not like the smell of _______________ because it reminds me ______________
Petrol Chips Dirty shoes Paint
Rose Shampoo Soap Garbage
Scent Rotten fruits Agarabathi Coffee
Chocolate Champa Marigold Tea

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Task: 5
The facilitator asks the participants to read the questions and complete the answers. The facilitator
asks them to write Wh-questions looking at the pictures given in the second activity.

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Pair work
Answer the questions by looking at the picture
Ex: What is happening in picture 5?
The girl is diving into the water.
Pedagogy
Task: 6
Individual Task
The facilitator asks the participants to read the instructions and complete the task.
Imagine that you will go to a bookshop tomorrow. What will you do there? Write five
sentences beginning with
I shall ……………………………………………………………………………………

Task: 7
The facilitator asks the participants to read the instructions and complete the task.
In the sentence below the capital letters, commas, full stop and question mark are missing; put
these in the correct place.
1) On monday I will go to school
2) Rahim Ravi and Raju are going to see the Circus
3) Sita where are you looking at
4) Mr singh the tailor went to the market
5) Every sunday I go for a walk have breakfast read story books listen to music and watch
Television
6) Laxmi why are you crying
7) What is the colour of the Sky
8) Orange Mangoes Bananas and Papaya are fruits.
Task: 8
The facilitator asks the participants to read the question carefully and write five sentences
describing the student.
Who do you think is the naughtiest child in your class? Describe her/him in five lines.

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Task: 9
The facilitator asks the participants to fill in the blanks using appropriate describing words and
complete the passage.

It was a _______________night. A ________________ girl sat up in bed listening to her mother

tell a __________________ story. Her ______________ eyes opened wide and she gave a
______________ smile now go to sleep Paro her mother closed the book _____________ dreams.

147 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 THEME 7
Language Proficiency
Description of the Theme
Language proficiency plays a vital role among the teaching fraternity. Effective communication
determines the academic success of pupils and the professional success of a teacher. By rigorous
practice of listening, speaking, reading and writing in English language proficiency can be
achieved. A good listener is a better speaker. Reading for comprehension, writing with accuracy,
speaking fluently are important.
Language is context – sensitive. This means in the absence of the context; it is very difficult to
recover the meaning of a single word or phrase. To be an effective language user, teachers should
study grammar, develop their competency in it and help learners to organize words and sentences
and make them meaningful.
The teachers’ chief task when teaching grammar is to show the students what the language means
and how it is used.

Objectives
By the end of this theme participants will be able to
• develop proficiency by performing LSRW skill-based activities.
• understand the concept of tenses, usage and extended activities for clear understanding of
present simple, present continuous, past simple and past perfect tense.
• know about voice – active voice and passive voice and tasks for deeper understanding.

Details of the Sessions

Session1 Session 2 Session3
Going back to proficiency Tenses Tenses
tasks Present simple and present Past simple
continuous Past continuous

90 minutes 90 minutes 90 minutes

Session 4
Voice 90 minutes
Active voice and passive
voice

Materials Needed
Work sheets, PPTs, grammar charts, etc.

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Session 1
Quick review of earlier proficiency tasks from EMTIP 1,2,3.
In this session participants will go back to earlier language proficiency tasks and refresh concepts
that have been discussed in them.
WARM-UP:
T1T1: (Theme No. Task No.)
The facilitator presents couple of tongue twisters in English and later asks participants to present
a few others such tongue twisters.
1. How much wood a wood chuck chuck if a wood chuck could chuck wood?
2. Black background, brown background.
Now any four teachers can share tongue twisters.

In earlier EMTIP Modules language proficiency tasks and explanations have been provided
adequately. There have been discussions on classroom language, speaking activities, framing
questions, reading activities for comprehension, detecting and correcting common errors, subject
– verb agreement, articles, listening activities and writing tasks.
In what ways those topics and activities were helpful to you?

The facilitator allows participants to share their experiences in brief.

Now the facilitator divides participants into different groups and assigns following tasks.

T7T1: Imagine you are in a bank. Build a conversation between you and the bank manager.

T2. Prepare a short speech on any one of the following topics. Present it. (3 minutes)

1. Indian Independence Day.

2. Importance of waste management.
3. The best teacher.

T3 The facilitator conducts a debate on the following topic

“Social media has improved human communication.”
The facilitator observe language used in debates and gives necessary feedback.

Reflective questions:

1. Can you conduct activities for improving speaking skills of children? If yes, what
activities would you like to suggest?

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 Reading
The facilitator asks participants to read the passage carefully and answer the questions that follow.
On Saturday, Ramya will be 18 years old. Ramya’s parents are going to have a birthday
party. The party is going to begin at noon on Saturday. Many people will be at the party. Ramya
will have so much fun. Her father will be going to bring new cloths and sweets for her. Her mother
will be cooking dinner. Her grandmother will be baking a birthday cake for the party.

Questions
1. Who are going to have a birthday party?
2. Why will Ramya have so much fun?
3. What will her father, mother, and grandmother do?

Now the facilitator provides participants some clues or hints to construct a short story in about 10
to 15 sentences. Next, asks one from each group to present the story.

Once upon a time ------------ king lion died------------ who will be our next king? All
animals exclaimed! --------- lion cub came forward----------- all animals said, “we are with you
prince”.

The facilitator asks participants to answer the following questions.

1. Do you find all the activities given in this session useful? If yes name any two, and their
classroom implications.
2. Can you design similar and simpler activities for your students to improve their language
proficiency? If yes, suggest at least four activities.

Additional Resource

Language games are very useful to improve language proficiency of students.

Some of the language games are given here.

1. Board Races
How to play

1. Split the class into two teams and give each team colour chalk piece.
2. Draw a line down the middle of board and write a topic at the top.
3. The students must then write as many words as you require related to the topic in the form
of a relay race.

Session 7.2 Tenses

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Description of the Session
In this session, focus is laid on the tenses, particularly present simple, present continuous, past
simple, past perfect and past continuous.

Materials Needed

• Work sheets and exercises

• power points
• text books, pictures and visual aids.

WARM-UP:
The facilitator asks participants to read the following passage and frame five simple questions that
they would like ask their students to answer.

My father is a teacher. He is 38 years old. He has grey hair. He is very strong. He likes
reading, cooking and gardening. He takes me to the park in the evening. We play football on
every Sunday. He is a great father. I love him so much.

The facilitator asks the following questions:

1. What are the uses of simple present tense as noticed in given passage?
2. What different activities would like to prepare to make your students know the uses of
tenses?

Simple Present
Simple Present denotes actions done in present time. Daily routines, universal facts, fixed future
schedules, habits, unchanging situations etc., are some of the functions when present simple tense
is used.

Now the facilitator divides the participants into different groups and assigns the following tasks.

Task 1: Prepare an interview to your friend about his / her daily routine. Present it. Use the simple
present tense.

Task 2: Read the text and complete it with simple present form of the verbs given in brackets.

Tanu ______ (start) her day at 6.00. She _____ (have) breakfast with all the family – her parents
and her two siblings. Each member ________(fix) his/her own breakfast, except baby Manu, of
course. Tanu _______ (eat) a toast and a bowl of cereal and she ______ (drink) a glass of orange
juice. After breakfast, she _____ (make) her bed and _____ (tidy up) her room. Tanu and her
siblings ______(leave) for school at 7.45 and ____ (catch) the 8.00 bus. At 8.30 sharp Tanu _____
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(start) her lessons and at midday she ___ (have) an hour break for lunch. Her lessons _______
(finish) at 15.00. At 16.00 Tanu and her siblings ______ (return) home.

Task 3: The following sentences describe future time that are set by a timetable or schedule. Fill
in blanks with correct present tense forms of verbs.

1. The plane______ (arrive) in Delhi at 11.50.

2. The lesson ______ (start) in five minutes.
3. The film ______ (begin) at 9 o’ clock.
4. My brother’s birthday ___ (be) on Wednesday.
5. The train _____ (leave) Mumbai at 8.30
6. The festival _____ (end) on Sunday.
7. The next bus _____(come) in 40 minutes.
8. Which day _____ (/exhibition) open?
9. What day ____ (be) it tomorrow?
10. What time _____(close/the zoo)?

Reflective questions:
1. What tense is used while doing the aforementioned activities?
2. What other activities would you like to design to teach present simple to your students?

Present Continuous Tense

Right now, you are reading words. If you continue to read these words, you will learn a lot more
about present continuous. Specifically, we are going to learn about present continuous tense.

Present continuous tense denotes action that began in past and now in progress. The action is going
on at the moment of speaking.

Give one word for the following:

“I do this many times every day and everyone is in the world is doing this now except some divers”
what is it?

Breathing. Yes, breathing is continuous action. I am breathing, are you all breathing here?

Look at the following passage.

It is a pleasant Sunday and my family and I are relaxing at home. My dad usually washes his car
on Sunday. But he is not washing the car now. He is watching news on the TV. My mother usually
makes something special for lunch on Sundays. She is kneading the dough for making alooparathas
for breakfast. My elder sister usually has her music class on Sundays. She is not singing now. She
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is helping mother in the kitchen. My brother usually helps father to wash the car. He is not helping
now. He is playing with his friends. I regularly clean my room on Sundays. I am not cleaning my
room now. I am going to market to bring some potatoes.

Now underline the present continuous verbs in the passage.

The facilitator divides the participants into various groups and allots tasks.

Task 1: The facilitator gives a list of present continuous sentences to the participants that they can
mime to their partners and ask them to guess the actions.

e.g. taking bath.

One participant mimes it out and the other has to guess the mime and say it.

The facilitator provides at least 10 sentences for this activity.

Task 2. Time zones.

The facilitator asks participants to think of different people doing jobs at different times.

e.g., My dad is working in a bank. He has day duty. Now the time is 7 o’ clock he is returning
home. My brother Nitin works for an I.T company. He usually works in night shifts. So now he is
working. I do wonder what people are doing now in different countries. Do you know what they
are doing?

The facilitator provides such situations to participants.

Now answer following questions:

What is happening now in this hall?

What do you see through the window and tell us what is happening outside?
Guess, what is the headmaster doing now?
What is your class teacher doing now?

Task 3
The facilitator gives the participants the following points and asks them to give a detail oral report.
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 • Imagine you are a press reporter.
• You are at the war zone.
• Give us full coverage of what is happening right now there in the place.

Task 4.
The facilitator asks the participants to read the following passage.
E.g., I am Suman. I am going to tell you that I am going to do lot of things next Sunday. First, I
am meeting Mr. Vasu, music teacher. My brother too is coming with me. But I am not taking my
sister as she doesn’t like music. In the evening I am going to watch movie with my friends.

Now facilitator asks participants what they are going to do next weekend.

Reflective questions:

1. What are the contexts in which simple present tense is used?

2. When do you normally use the present continuous tense?

Perspective

Dear participants, so far, all the above-mentioned activities and tasks have helped us to understand
the contextual usage of tenses, specifically simple present and present continuous tenses. There
are some important inputs to understand present simple and present continuous tenses.

Simple present tense

We often use the simple present to talk about timeless truths, permanent situations, or things that
happen regularly, repeatedly or all the time. It is used when talking about the future. When we talk
about a series of completed actions and event, we often use the simple present. This happens, for
example, in demonstrations, commentaries, instructions and present – tense stories.
e.g.
1. It always rains in November. (general time)
2. Water boils at 100oCelsius (universal facts)
3. I go to mountains about twice a year. (habitual)
4. I open the door, and I look out into the garden, and I see this man. He’s wearing pyjamas
and a policeman’s helmet. ‘Hello’ he says…. (Narrating a story)
5. You put the mobile phone on silent mode. It is library. Don’t talk too much. Maintain
silence. (instructions)
Forms

Affirmative Question Negative

I work Do I work? I do not work
You work Do you work? You do not work
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He/she/it/ works Does he/she/it work? He/she/it does not work
We work Do we work? We do not work
They work Do they work? They do not work

Spelling of third person singular forms

Most verbs: add –s to infinitive Work – works, sit – sits, stay – stays

Verbs ending in consonant

+y: change y to i and add – es Cry – cries, hurry – hurries, reply – replies.
Enjoy – enjoys, play – plays
But (vowel+y)
Verbs ending in –s , -z, - ch, -sh, or – x: Miss – misses, buzz – buzzes, watch –
Add – es to infinitive watches, push – pushes, fix – fixes
Have – has
Exceptions: Go – goes
Do – does

PEDAGOGY
Textbook based activity, task for use in teaching-learning process
T1T4: (Theme No. Task No.:)

Passages from textbooks comprising the above-mentioned tenses.

Additional Resource
Grammar books referred to:
1. Holy faith essential English grammar and composition
2. Wren and Martin English grammar and composition
3. The teacher’s grammar of English by Ron Cowan
4. Practical English usage by Michael swan
5. Intermediate English grammar by Raymond Murphy
6. English grammar and composition by David Green

Session 7.3 Tenses

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Description of the Session
In this session we understand simple past, past continuous, present perfect and past perfect tenses
in brief. Emphasis is laid on practical use of these tenses. With voracious reading and language
practice it is easier to master tenses.

Materials Needed
List of pictures / texts / audios / videos, etc. used in the process of transacting the module – in the
order of use
• T1T2 –Title of the material – link or source

Warm-Up
A normal school day vs. Yesterday

The facilitator divides the board into two. Writes a ‘Normal school day’ at the top of one section
and ‘Yesterday’ on the top of the second.
In the first section, he/she makes participants write some typical daily activities. Then in the
Yesterday section, he/she lets them write a similar statement but using the past tense form.

E.g. usually I get up at 5 am. Yesterday I got up at 7 pm.

Once participants finish the task, the facilitator asks them to present to whole class.

Simple Past Tense

The simple past tense, sometimes called the preterit, is used to talk about a completed action in a
time before now. The simple past tense is used to describe a completed activity that happened in
the past. In other words, it started in the past and ended in the past.

Now, the facilitator assigns tasks to participants and monitors their activities. He/she assists where
and when necessary.

Task 1: You attended a birthday party of your close friend yesterday. Now write a diary entry of
what you all did there.

Task 2: Complete and prepare

The facilitator asks the participants to complete the given following putting the verb in the correct
form, positive or negative. (Simple past) and prepare one activity to teach the simple past tense.
156 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 1. The film wasn’t very good. I ________ it very much. (enjoy)
2. It was warm, so I ______ off my coat. (take)
3. I knew Sachi was very busy, so I ______her. (disturb)
4. She was very tired, so she ______ to bed early. (go)
5. The bed was very uncomfortable. I ______ very well. (sleep)
6. Naveen wasn’t hungry, so he _______ anything. (eat)
7. We went to Kala’s house but she______ at home. (be)
8. It was a funny situation but nobody ______(laugh).
9. The window was open and a bird ______ into the room. (fly)
10. The hotel wasn’t very expensive. It _______ very much. (cost)

Task 3: Write a small story using simple past tense.

The facilitator provides pictures as prompts and asks the participants to build a story.

Past continuous tense

The past continuous tense refers to a continuing action or state that was happening at some point
in the past.

Task 1:
The facilitator asks the participants to read the passage bellow and fill in the blanks using
appropriate forms of the verbs indicated in the brackets.

I sat near a window. It was ____ (rain) heavily. Nobody was ______ (move) in the street. Dogs
were ____ (find) shelter to stay dry. Birds were _____(stay) in the nests. The rain continued for
hours. I felt hungry. I went to kitchen and saw my wife was _____(chop) vegetables. My son was
_____(clean) utensils. My daughter was _____(watch) mobile phone.

Task 2:
The facilitator asks the participants to follow the directions given bellow and complete the task.
Look at the given context and construct a conversation between your son and you using past
continuous tense.

Imagine that your son has brought you a lunch box at your working place. Now you ask what his
mom was doing while he left home. Or any other funny situations that should use past continuous
tense.

Task 3: Develop a story using Past Continuous Tense.

The facilitator asks the participants to read the given example and develop a story using past
continuous tense.
E:ample,
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When we got the house yesterday morning, the baby was playing with a cat. The cat however
wasn’t playing with the baby. Grandparents were watching T.V.

Present Perfect Tense

The present perfect tense is a grammatical combination of the present tense and the perfect aspect
that is used to express a past event that has present consequences.

The facilitator asks to read the given statements and asks to guess the action done:

1. My friend Neel is sweating now; he is holding cricket bat. He ____(play) cricket.

2. Oh my god! Now I am opening the bank gates, doors are broken, lock is broken. Definitely
thieves ________(loot) the bank.
3. Renu is still writing the exam. But I ____(finish) the exam.
4. My son is washing his face. Colours sprinkled on his shirt. He _____ (play) Holi.
5. Rajiv is sleepy. He is preparing for his next exam. He ______ (study) a lot.

Task 1: Complete the following.

The facilitator asks the participants to read the following statements and fill in the blanks with
suitable form of verb.

1. My brother ____ never _____ this film. (see)

2. Our school team ______ just _____ the competition. (win)
3. They ____ already ____ the test in mathematics. (write)
4. I ____ already ____ an invitation to the wedding. (receive)
5. She ____ never____ sushi in Japan. (eat)

Task 2: Fill in the blanks with suitable words.

1. I ______ (forget) to put on my shirt and now I feel embarrassed.
2. I am in so much pain. I ____ (hurt) myself really bad this time.
3. She _____(do) all the laundry and now watch TV.
4. It seems he ______(lose) his hand luggage and now he has nothing to wear.
5. Jesus! She ______(gain) some weight. She really needs to go on a diet.

Past Perfect Tense

The facilitator provides information about past perfect tense and asks the participants to the
activities as directed.

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The past perfect tense sometimes called as the past of the past. When two actions take place in
past, earlier past action denoted by past perfect and the latter past action is denoted by simple past.

For example

1. The meeting started at 9.00

2. We arrived at 10.00

Above-mentioned sentences clearly tell us that the times of actions is in the past. Action of meeting
happened much before than the action of arriving.

Now we can combine the above statements as follow:

We arrived at 10.00 but the meeting had already started at 9.00.

We use past perfect tense when we talk about what happened first in the past.

Task 1: Fill in the blank with suitable word.

1. The patient _____ before the doctor arrived. (die)

2. As the fire _____ (break out) people ______ out of their house. (hurry)
3. I recognized him immediately as I _______ (see) him before.
4. I wish I ______ (stay) with my friend during his last days.
5. If he ______ (apply) in time, he would have got the job.
6. By the time the firemen arrived, the fire _______(destroy) many huts.
7. Long before the chief guest arrived, the invitees ______ (assemble)
8. I didn’t speak to him, as I ______ been introduced to him.

Task 2: Fill in the blanks with correct form of verbs.

When I ______ (arrive) home last night, I _____ (discover) that Jane _____ (prepare) a beautiful
candlelight dinner. When I _____ (turn) the radio on yesterday, I ______ (hear) a song that was
popular when I was in high school. I _____ (not hear) the song for years, and it _____ (bring) back
some great memories.

So far detail discussion on different tenses with the help of activities and examples is done. It is
found that throughout the session emphasis has been laid to understand and use the tenses in real
life situations.

Some important insights about tenses.

The Simple Past

FORM ------- subject +verb in the past

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e.g., He + wrote + a letter.
They + played + football.
She + sang + a song.
Simple past is used, to express an action completed in the past.
e.g., She left the college last year.
Our team defeated the West Indies yesterday.
Sometimes simple past is used without an Adverb of time. In such cases, the time may be either
implied or indicated by the context.

E.g., I learned English in England

She didn’t sleep well.

Simple past is also used to express past habit.

e.g., Every morning Gandhiji went for a walk.

During those days, I ate at ten O’clock and worked the whole day.

The Past Continuous

Form ------- Subject + was/were + -ing form

He + was+ writing+ a letter.

They + were + digging + a hole.

I)
He) was
She)
It )
We)
You) were
They)

The past continuous tense is used to denote an action going on at some time in the past.
e.g., I was reading a novel.
The light went out while I was reading.
He was playing cards, when I saw him.

The Present Perfect Tense

Form ------- Subject + has/have + past participle.

e.g., He + has + written + a letter
I + have + drawn + a picture
They + have + destroyed + the tower.

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He)
She) has
It )
I)
We)
You) have
They)

The present perfect is used to express recent past action whose time is not given and not definite.

e.g., I have done the job.

I have never seen him to be humble.
Miss Renu has been to England.

The present perfect tense is used to express past actions which happened in the past, provided the
action could be repeated in the present.

e.g., Bhairappa has written a number of books.

He teaches English but he has taught History.

Present perfect tense is used to express a recently completed action with just:

e.g., He has just gone out.

My sister has just finished cooking.
The train has just left.

The past perfect Tense

Form -------- subject + had + past participle.

He + had + written + a letter.

She + had + milked + the cow.
We + had + drawn + some money.

The past perfect tense shows an action completed before a certain moment in the past.
e.g., I met my friend in Hosapete in 2012. I had seen him last, five years before.

Pedagogy
Textbook based activity, task for use in teaching-learning process
T1T4: (Theme No. Task No.:)
Source referred
7. Holy faith ‘Essential English Grammar and Composition’
8. Wren and Martin ‘English Grammar and Composition’
161 | R e g i o n a l I n s t i t u t e o f E n g l i s h , S o u t h I n d i a , B e n g a l u r u
 9. ‘The teacher’s Grammar of English’ by Ron Cowan
10. Practical English usage by Michael swan
11. ‘Intermediate English Grammar’ by Raymond Murphy
12. ‘English Grammar and Composition’ by David Green
13. Pintrest application used.

Session 7.4 VOICES

The facilitator elicits responses from the participants about ‘voice’. Then he/ she consolidates the
responses and focuses on the following and asks them to read the given poems and ask them to
read.
Voice is a form of a verb that is used to show whether the subject is given more emphasis or the
action done by the subject is given more emphasis. The subject of the voice of a sentence is a
person, a thing, an action or a place whom the sentence is about.

Read this following passive poem by Nick Howe

In the morning, it is said,

That every day I’m dragged from bed
By forces which are aimed to get me
So I’m pushed to school by 8:15.

From my bed I am plucked.

Various clothes are hung upon me.
To myself is served my breakfast;
Which is eaten with much speed;
Indicating my stomach is emptied in the night
By the digestive processes
About which I am taught in class one,
Where I am required to stay awake
Although 8:30 in the morning is clocked
And sleep is needed for my mind.

The facilitator initiates the discussion on the given poem about use of passive voice and elicits
responses from the participants.
The facilitator divides the participants into five groups, gives two items to each group and asks
them to complete the tasks.
One is done as an example.

How is tea made?

Ans: Required amount of water is taken in a teapot and kept on the stove. Sugar and tea powder
are mixed into it. Then it is boiled. Some milk is added and stirred. And it is finally served.

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In the above-mentioned answer passive forms are used. The facilitator asks them to complete the
tasks and present their finished paragraphs to the whole class.

How is your favorite dish cooked?

How is football played?
Which shows are most watched on TV?
Are you given pocket money every day?
How is the president of your country chosen?
How are vegetables grown?
What products are exported by your country?
What gadgets are most bought every year?
What materials are your clothes and shoes made from?
Which countries are most visited every year?

The facilitator provides necessary insights

Transitive verbs have both active and passive forms.

e.g., He has done the work. (active voice)

The work has been done by him. (passive voice)

Note: Passive forms are made up of the verb ‘be’ with a past participle. The facilitator
provides the basic rules for changing structures from active voice to passive voice.

The facilitator then gives the following tasks and complete them as directed.
Task 1: fill in the following blanks.

1. Computers ____________ (sell) in many different stores.

2. English ____________ (speak) almost everywhere.
3. Lots of TV series _________ (watch) today.
4. German ______ (teach) in many countries.
5. Lots of tea _____ (drink) in China.

Task2. Underline the verbs used in the passive voice.

The facilitator and the participants to read the following magazine article. Underline the verbs used
in the passive voice.
The academy awards are given out every year to recognize outstanding work of movie actors,
directors, and others who are part of the movie – making industry. These awards, called Oscars,
are presented in a formal ceremony in Hollywood. Several people are nominated in specific
categories, such as the best movie, best actor, best music, and best costumes. One nominee is
chosen to receive an award in each category.
When the awards ceremony started in 1929, 15 awards were presented and the ceremony was
attended by only 250 people. Tickets cost ten dollars. Today about two dozen Oscars are presented.
Tickets are no longer sold to the general public; invitations are sent only to the people involved in
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making the movies and to their guests. Today the awards are presented in the 3400 seated Kodak
Theatre in Hollywood.

Task 3 Recognizing voices used.

The facilitator asks the participants to read the following sentences and say if the underlined verb
is active (A) or passive (P). He/she asks them to write ‘A’ against the statements which are in
active voice and write ‘p’ if they are in passive voice.

1. The actress wore a beautiful gown.

2. Halle Berry was presented an Oscar.
3. Halle Berry has been seen in many movies.
4. The director has been nominated many times.
5. Old movies were filmed in black and white.
6. Many actors live in California.
7. Many movies are made in Hollywood.
8. The name of the winners will be printed in tomorrow’s newspaper.
9. The actress thanked the people who helped her win.
10. Hollywood was built at the beginning of the twentieth century.

The facilitator then concludes drawing attention of the participants on the topic and conclude the
session.
Points to ponder
Some important points about voices in English.
When we use active voice in a sentence, there is a subject that is acting upon the verb. In simpler
terms, the subject is performing the action in active voice. Sentences which are in active voice are
direct and clear.
e.g. The dog chased the cat.
The employee stocked the items.
The above examples have a basic voice structure.

On the other hand, when the subject is acted on by the verb, a sentence is in the passive voice. The
passive voice is often built with a combined form of ‘to be’ plus past participle of the verb.
e.g., The cat was chased by the dog
The items were stocked by the employee.
Some basic rules for changing active voice to passive voice.
1. Firstly, you have to change the structure, so the object in active voice becomes the subject in
passive voice.
2. Secondly, you have to use the verb ‘to be’ in the same tense as the main verb in the active voice.
3. Lastly you have to use the past participle of the main verb.
We use the passive voice when the subject of the sentence is receiver of the action.
e.g., The movie was seen by the children.
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 Popcorn is sold in movie theatre.

Tense Active Passive = Be + past

participle.

Simple present A committee The winner is chosen by a

chooses the winner. committee.
Present continuous They are presenting An award is being presented
an award now. now.
Future They will pick the The best movie will be
best movie. picked
Simple past They announced The winner’s name was
the winner’s name. announced.
Past continuous They were The winners were being
interviewing the interviewed.
winners
Present perfect They have chosen The best movie has been
the best movie chosen.

Exercises
Change the following to passive voice
1. Mr. Ravi teaches us grammar.
2. The teacher praised him.
3. The fire damaged the building.
4. The fireman took the injured to the hospital.
5. An earthquake destroyed the town.
6. The boy’s work pleased the teacher.
7. Sita posted the letter.
8. The people welcomed the minister.
9. Everyone will blame us.
10. Krishna Devaraya built this lake.

-x-

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 Write a reflective journal everyday using the following template.

Name:

Date:

New concepts I learnt today:

A few activities I found interesting:

My contribution to/participation in the training programme:

What more do I want to learn/explore to improve my language/teaching

skills?

What I would like to do after this training:

Anything else…

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